Sutton Deborah

Inspection date

Previous inspection date 16/11/2012 24/11/2008

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 The childminder has a good understanding of how to promote the health and safety of children. She has assessed the risks to her premises well and has minimised these so children are able to freely access both downstairs rooms as they please.  Children feel safe and secure. They enjoy helping themselves to their favourite toys and often seek out the childminder for a cuddle or to play alongside them.  The childminder has a suitable understanding of the seven areas of learning and helps children to learn through play and make satisfactory progress. She plays alongside them and uses open questioning to encourage them to share their thoughts and knowledge.

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It is not yet good because

 The planning does not take account of children's individual next steps on a frequent enough basis. Emerging interests and needs are, therefore, sometimes overlooked.  Links with other provisions that children attend are not established, in order that continuity is promoted for children attending more than one setting.  There is no tracking system to clearly identify children's progress towards the early learning goals and to, therefore, highlight any particular strengths or gaps in children's development.

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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 two main downstairs rooms and checked all other areas used for childminding, including the garden.

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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 looked at children's learning journeys, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2004 and lives in Trent Vale, Stoke-on-Trent, with her 12-year-old child. The whole ground floor of the property and the bathroom on the first floor are used for childminding. There is a fully enclosed garden available for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for two children, one of whom is in the early years age range.

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must:

 develop the planning of the educational programmes to show how children's emerging needs and interests are responded to in a timely manner  enable a regular two-way flow of information between providers if a child is attending more than one setting, in order to provide continuity of care, learning and development.

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

 introduce a system to track children's progress so that any gaps in development can be swiftly identified.

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who attend

The childminder has a suitable knowledge of the seven areas of learning and provides a broad range of activities that interest and engage children. Children's language development is successfully fostered through regular conversations, songs and stories. During free play with the dolls, the childminder asks them about the clothes they are choosing and how they go onto the doll. This encourages children to name the items and build their vocabulary. Words in the children's home language are also incorporated into the setting. Where children speak another language, the childminder obtains a list of words from parents and uses these alongside English. Consequently, all children are making steady progress in their communication and language skills. Early literacy skills are also being developed as children make marks with pens, paints and crayons.

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who attend

Children enjoy a range of creative activities, making pictures to their own design and satisfaction, sculpting with play dough and dancing to music. Mathematical skills are also suitably promoted. Young children learn about different shapes and sizes as they use shape sorters, trying to slot the pieces in with increasing precision. They are encouraged to count the number of blocks they use when they build towers, before they knock them down with glee.

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who attend

The childminder observes children as they play and records their achievements. Her records indicate that children are making satisfactory progress across all the areas of learning. However, the childminder's planning does not always take account of children's identified next steps of learning and, consequently, some activities are not clearly linked to children's developmental needs. Similarly, children's progress is not being securely tracked. As a result, it is difficult for the childminder to identify where specific gaps in children's development are or where their particular strengths lie. The childminder encourages parents to share information about their child's learning and development, and these observations are included in the child's individual file to identify starting points and determine future goals. For instance, potty training is discussed so that an agreed approach can be put into practice, both at the childminder's and at the home setting. This

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who attend

ensures children are receiving a consistent message.

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

Children are very confident and happy as they clearly feel at home in the childminder's house. They are relaxed and comfortable, moving between the two downstairs rooms freely and accessing favourite resources. The childminder shows them genuine warmth and acceptance, valuing their individual characters and responding positively to their requests. She obtains information from parents about each child's likes and dislikes and their individual routines. Plenty of cuddles and reassurance are given, enabling every child to feel well cared for and valued.

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

Children's behaviour is good as they are clear about the boundaries and rules of the home. The childminder uses positive reinforcement, praise and encouragement to help children learn what is required of them. Distraction and reasoning are used where unwanted actions occur. Children learn how to play together harmoniously as they share toys and take turns. Self-care is promoted effectively as children butter their own toast at snack time and develop their manual dexterity with clothes as they dress up their dolls. A healthy lifestyle is encouraged as there is an outside area which is accessed daily. The childminder also takes children on outings to visit the park where they have fun on challenging equipment. Children are also encouraged to learn how to keep themselves safe. The fire drill is regularly practised and children are reminded about road safety as they go out and about. This helps them to develop a sense of responsibility for their own

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

well-being as well as helping them to understand how to respond in an emergency.

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

Children are supported to acquire new skills which help them to be ready for the next stages in their learning. The childminder understands the key principles of a good learner and takes time to help children develop self-control, concentration and skills. For example, she patiently repeats the names of the shapes as children push them into the shape sorter and takes time to show them how to move them round to make them fit.

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provision

The childminder is focused on providing a warm and welcoming home where children feel safe and secure. She ensures that the environment is effectively risk assessed and kept clean and well maintained. All equipment is fit for purpose and children enjoy accessing the good quality resources. The childminder keeps up to date with all required training and updates her policies and procedures to ensure that best practice is followed. The childminder has a secure knowledge of the safeguarding and welfare requirements, and all required policies and procedures are in place. There is a full safeguarding policy which includes the numbers of all required authorities for prompt referral if necessary. The childminder is less confident in the delivery of the learning and development requirements. She has updated her practice in line with recent changes and has devised some appropriate systems to ensure children receive a broad range of experiences to help them

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provision

make progress across all seven areas of learning. However, she has not yet devised a tracking system to clearly identify children's progress and areas for development, and her planning does not always include children's individual next steps of learning. This means that children's emerging interests and needs are not always followed up in a timely manner.

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provision

The childminder has positive relationship with parents and regularly shares information about children's routines and the activities they complete. Any concerns are promptly recorded and shared as required. Regular reviews are undertaken to discuss the progress their child is making and where children speak English as a second language, their home language is incorporated into the setting. This promotes their understanding and sense of belonging. However, links with other settings that children attend have not been established. This hinders children's transition between settings and does not support continuity. The childminder has evaluated her own provision and through this process, has begun to address the recommendations from the last inspection.

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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 EY287540 Local authority Stoke on Trent Inspection number 820055 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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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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