Childminder in South Tyneside

Inspection date

Previous inspection date 16/10/2012 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are cared for by a caring, sensitive childminder who nurtures them well so that they are settled, happy and feel secure.  The childminder provides a fully inclusive service and welcomes all children and families into her home.  The childminder knows what children enjoy doing and supports them well in their learning so that they make steady progress.  Children enjoy using facilities such as the park and soft play venue and they regularly visit the farm, which helps them to gain a suitable knowledge and understanding of the community around them.

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It is not yet good because

 The childminder does not yet use her observations sufficiently to help her identify any gaps in children's learning, specifically within the prime areas of learning, to ensure that these can be used in the review of children's progress at age two.  Planning systems are not fully developed, therefore adult-led activities do not sufficiently extend and build on children's interests to fully promote their learning and development.  Self-evaluation does not yet include the views of parents or fully identify priorities for improvement, therefore this does not demonstrate how children's achievements will be supported over time.

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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 compulsory part 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 held discussions with the childminder and viewed a sample of documentation, including children's diaries, training certificates and policies.

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Inspection activities

 The inspector chatted 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 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and 13 year old child in a house in Jarrow, Tyne and Wear. 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, child protection and basic food hygiene. She attends a childminder group, local shops and park on a regular basis.

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Information about the setting

There are currently two children on roll who 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 is a small pet dog on the premises.

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must:

 link observations to the age bands within Development Matters in the Early Years Foundation Stage specifically for the prime areas of learning, to ensure that observational assessment can be used in the review of children's progress at age two to three; and that any gaps in learning or in the educational programmes are identified.

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

 develop planning systems to extend and build on children's interests to ensure that their play and learning experiences are enhanced further through adult-led activities; for example, by using other resources, such as recyclable materials and construction toys

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

 develop the self-evaluation system further to help identify priorities for improvement and involve parents in the process.

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who attend

The childminder has a suitable understanding of the learning and development requirements in the Early Years Foundation Stage. A good routine ensures that children enjoy a range of different play and learning experiences that incorporates child-initiated play in the home and garden and planned outings to the farm, soft play, park and childminder drop in groups. As children have not been attending long the childminder is at the early stages of carrying out observations and monitoring their progress. She notes simple observations on what children can do and refers to the Development Matters for the Early Years Foundation Stage to check that they are on target for their age. However, she does not link her observations to the age bands sufficiently in each area of learning and does not have sufficient knowledge of the two year progress check. Therefore, assessment systems are not fully developed to ensure that the childminder can identify

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who attend

any gaps in learning or in the educational programmes, specifically for the prime areas of learning for children under three-years-old. The childminder knows what children are interested in and supports them well in their learning so that they make steady progress. For example, she knows that children love to make tunnels out of books so that they can wheel their cars through, therefore she helps them to stand the books up so they successfully do this, although she has not thought of how she can extend and build on this interest via her planning; for example by using recyclable materials or blocks to build sturdier tunnels with the children. She helps children to count in context effectively; for example when children randomly count their cars in no particular order she encourages them to start from left to right and to count them correctly, which supports their early mathematical skills very well. The childminder

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who attend

helps children with their early language skills, as she asks them questions that make them think; for example, she uses easy phonics to help children remember certain words as they play with the toy fruit, so that they recall and name items, such as sweetcorn and banana. Children use simple technology toys independently as they swipe the toy food across the electronic till to make it beep and the childminder also helps them to match sounds, words and objects as they successfully press corresponding buttons on interactive toys, which supports their early understanding of how to use information technology successfully.

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

Babies and children are settled and happy in the childminder's homely environment, and they receive warm and loving care from her. She recognises when children need a nap and is sensitive to pre-school children's individual needs, specifically when there is a change that makes them feel unsure. All children receive natural cuddles and verbal reassurance from the childminder, which enables them to feel safe and secure. She sits with them on the rug and when babies successfully put wooden circles onto the post and clap spontaneously, she responds to this enthusiastically, which motivates them and raises their confidence. As children settle in they are beginning to show firm attachments to her; for example, babies toddle after her when she goes into the hallway and pre-school children say her name. Children express their needs easily, such as when they want to go to the bathroom and they snuggle up with the childminder on the settee when they need

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

Children's behaviour is good. They point to the sticky stars displayed on the wall chart and the childminder reminds them that they get stars because they are such a good help, which raises their self-esteem well. Children's well-being and health is suitably promoted, they enjoy their food as they say 'mmmmm' when their lunch is put down in front of them and they manage to feed themselves well. The childminder makes simple statements to help children understand why food, such as fruit, is good for them and how it makes them grow strong. Pre-school children manage the bathroom with minimal help from the chldminder and they know to use wipes to clean their hands before eating and after using the toilet. Children get sufficient fresh air and exercise as they take the pet dog on daily walks and regularly go to the park stating that their favourite thing is the 'slide.' This promotes their physical development well.

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provision

The childminder is steadily becoming familiar with new Early Years Foundation Stage framework. She has all the information she needs to help her provide a suitable service for children and parents. She seeks support from her early years advisor based in the local authority when needed; however, she is not yet familiar with the two year progress check. She has completed all required training and has a positive attitude towards her new career as a childminder. She is clearly enjoying her role working with children.

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provision

The childminder has a sound understanding of safeguarding children. She has all the relevant contact numbers and government information should she need to seek advice or make a referral if she has concerns about a child so that children remain safe. Children are protected well in the home as the childminder provides a secure environment, safe, suitable, age appropriate toys and she uses child safety equipment appropriately. She regularly cleans the toys and checks for any breakages or damage, which demonstrates a sound understanding of how to keep children safe. The childminder indicates that she has completed the Ofsted self-evaluation form although this was not available. The childminder has made some identification of what she needs to do to improve her provision, such as provide more educational toys, jigsaws and building bricks and knows that one of her strengths is giving children the time and attention they need; however

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provision

self-evaluation is not sufficiently thorough to show clear plans and drive for improvement or how parents can be involved in the process, such as by gaining their views on the service. The childminder has a positive attitude to equal opportunities and welcomes all children and parents into her home. She has some toys that reflect differences and does not stereotype her toys; for example, boys happily play with dolls and buggies. She effectively supports children with English as an additional language and aims to work effectively with parents to tailor care and education to meet their individual needs.

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provision

The childminder exchanges verbal information with parents on a daily basis regarding children's care and informs them of what they have been doing. She offers settling in periods and makes parents aware that their child's learning diaries are available whenever they want to see them. She completes 'all about me' information on each child, which helps her to establish children's family backgrounds and what they enjoy. Parents also receive copies of her policies and she gains relevant signed agreements and consent, such as for outings and medication, to ensure that she works effectively in partnership with them to keep children safe. None of the children attend other early years settings or need extra support. However, the childminder is aware of where to seek help and how to exchange information effectively to ensure shared care and continuity is provided.

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The Childcare Register

The requirements for the compulsory 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 EY444911 Local authority South Tyneside Inspection number 796021 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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