Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 17/10/2012 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

 Children make secure attachments with the childminder who provides a caring, stimulating and welcoming environment. Consequently, children are happy, motivated and interested in their play.  The childminder has a secure knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. Children are making good progress as the childminder provides a range of fun, challenging play experiences that takes into account their specific interests and needs.  Children's safety and welfare are well considered. The childminder carefully assesses risks in and around her premises and takes effective steps to ensure children play in a safe, secure environment. The childminder has a good level of understanding of child protection issues and constantly refreshes her knowledge.

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It is not yet outstanding because

 Links with providers are not robust enough to fully support children's continuity of learning.

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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 observed activities in the childminders home.  The inspector spoke with the childminder at appropriate times throughout the visit.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2012. She lives with her husband and two children aged 10 and three years in Cramlington, Northumberland. The whole of the ground floor and the 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. She occasionally works with an assistant. 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 children on roll; of these four are in the early years age range.

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

 develop further systems to link with other providers to further enhance continuity in children's learning and development, for example, by sharing information on children's achievements.

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who attend

The childminder demonstrates a good knowledge of the Early Years Foundation Stage and the seven areas of learning. She has effective systems in place to assess children's starting points and these are used well to support a smooth transition. The childminder carries out regular observations and assessments of children's learning to ensure she is aware of children's abilities, learning styles and development. Consequently, children make good progress in their learning and development and are well prepared for their next steps in learning. The childminder has long and medium-term plans that cover popular topics such as the farm and pirates. This helps the childminder focus and provides the children with exciting ideas and activities to pursue their interests. Although such systems are in place they are flexible to ensure children's individual interests are captured.

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who attend

Children's personal, social and emotional development is fostered well. Relationships are strong, children enjoy the purposeful interaction from the childminder and this develops their self-esteem and confidence. Children are active learners and they concentrate on their chosen activity for increasing periods of time, such as completing complex puzzles together. Children develop their independence as they begin to manage their own personal needs. The childminder is a positive role model. She demonstrates a caring and positive approach to managing children's behaviour. She sets clear boundaries, consequently children feel secure and their behaviour is good.

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who attend

Children's communication skills are fostered well due to childminder's purposeful interactions. For example, she encourages ongoing discussions, asks purposeful questions and listens to children's ideas. As a result, children are becoming confident to speak out and make their ideas known.

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who attend

Children enjoy regular outdoor play and make good progress in their physical development They engage in a range of well-planned outdoor activities appropriate to their age and stage of development. For example, the childminder takes young children to indoor play areas to help children to develop their balance and coordination when walking. She provides the children with good opportunities to discover the natural world as they regularly visit the beach, farm and a range of museums. Children enjoy experiencing the changing weather, as they are provided with appropriate clothing and thoroughly enjoy jumping in puddles. Children are gaining confidence in identifying numbers, colours and shapes in their play. They are encouraged to problem solve. For example, they identify that the number 1 and 0 will make 10 for the number line. Children develop their skills for the future as they are provided with a good range of purposeful activities, such as

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who attend

technological toys. Consequently, children confidently navigate their way around programs on the laptop and mobile phone. The childminder provides the children with good opportunities to express their creativity; they have ongoing access to a range of materials such as pens, paints, play dough, dressing up clothes and small world figures. Children enjoy baking and recall on their experience with such delight.

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who attend

Partnerships with parents are good. They have access to a broad range of information that reflects the setting well. Parents are provided with detailed information linked to the seven areas of learning and they can access written policies and procedures. Children's learning files, noticeboards, daily discussions, texts and the use of daily diaries for young babies keep parents fully informed of their children's progress.

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

The childminder is aware of her role to ensure the children's welfare requirements are fully met. She develops strong and positive attachments with children. The effective settling-in procedures and good quality information shared with the parents enables her to meet children's individual needs and further support the children's feeling of security. Children approach her for comfort and reassurance and she responds to them with warmth. The childminder makes good use of praise so that children develop their confidence and positive self-esteem. Children learn about appropriate behaviour because the childminder is a good role model and provides them with consistent routines. Consequently their behaviour is good. The childminder organises her time very well to ensure she can give each child the individual attention they need to learn and enjoy their time with her. For example, whilst younger children are sleeping she provides the older children with a more

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

focused activity aimed specifically at their stage of learning.

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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 a healthy and nutritious diet, which includes involving older children in the planning of the menu, which develops their knowledge of healthy food choices. She works very hard to support children who do not like to try new foods; she uses a colourful chart where the children choose the fruit and vegetables they would like to try each day. As a result, children show a real delight as they share their progress. As part of the regular routines children develop their self-care skills and learn about good health practices, for example, they wash their hands before preparing the snack. The childminder helps the children to develop an understanding of how to keep themselves safe. For example, she encourages children to tidy up after themselves to ensure a safe space to play. Children engage in regular physical activities, both indoors and outdoors, to promote good health.

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provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding, welfare, learning and development requirements. She provides a range of experiences and makes good use of regular observation and assessment. This ensures she has a clear picture of children's abilities, skills and knowledge. Consequently, this supports the good progress in their learning

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provision

The childminder implements effective risk assessments, policies and procedures so that children are safe, for example through good knowledge of collection procedures. The childminder demonstrates a sound knowledge of child protection issues, such as the signs of abuse and what she would do if she has any concerns, and this promotes children's safety and well-being. The childminder's assistant has undergone relevant checks to ensure his suitability to care for children. The childminder has also identified further training to encourage the professional development of her assistant. This has a positive impact on the quality of the service they provide.

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provision

The childminder identifies the strengths and areas for development through monitoring and evaluating the service she provides. For example, following a review of children's assessment records they now include information about children's next steps, therefore ensuring sufficient challenge. The childminder shows a real commitment to further training by attending short training courses and she is currently undertaking a childcare qualification at level 3.

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provision

Good partnerships have been developed with parents. The childminder has a good understanding of children's individual needs and meets them very well. This is because of the effective systems in place, such as recording individual details and having in-depth discussions with parents at the start of the placement. The childminder confidently discusses children's individual routines, demonstrating how well she knows the children in her care. She ensures a two-way sharing of information; this includes the use of daily diaries for young babies, regular texts and discussions at the beginning and the end of each day. The childminder provides information to parents on what their child can do; their next steps in learning and what activities can be completed to support their progression. In addition, children take story sacks home with a range of appropriate resources, such as books, flash cards and worksheets. Parents are kept abreast of their

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provision

child's progress because develop records are sent home and in return parents provide written feedback to the childminder and this is used to plan for their child's next steps in learning.

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provision

Links with other providers are developing well. The childminder has begun to forge positive relationships with other providers in order to support children's learning and development. For example, she engages in ongoing discussions about the child's learning while at nursery and regularly views the child's nursery profile. However, achievements made at the childminder's home are not always shared.

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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 EY443098 Local authority Northumberland Inspection number 793443 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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