Childminder in Durham

Inspection date

Previous inspection date 27/11/2012 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 good progress in their language and literacy skills as the childminder holds lively conversations with them and asks open-ended questions that make children think.  The childminder helps children to cope with transitions and new experiences very well, as she gains a good knowledge of their individual needs from the start.  The childminder has made a good start to her childminding career and enjoys her role. This means that children are settled and happy in her care.  Children make independent decisions and take part in a good mix of self-chosen play and adult-led activities that helps them to make good progress.

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It is not yet outstanding because

 The childminder does not yet make secure judgements about whether children are demonstrating typical development for their age or identify any possible gaps in the educational provision.  The childminder does not yet use self-evaluation fully to help her prioritise the targets for improvement, so that she can develop the provision further for the children.

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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 viewed the environment, toys and equipment and observed children's activities.

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Inspection activities

 The inspector checked a sample of the childminder's documentation, including children's learning journeys.

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Inspection activities

 The inspector chatted to children and held discussions with the childminder throughout the inspection.

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Information about the setting

The childminder was registered in 2012. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives Consett in County Durham with her two children aged seven and four years. The whole of the ground floor is used for childminding and there is a rear garden for outdoor play.

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Information about the setting

The childminder has completed basic training including first aid. She attends local toddler groups and visits the local shops and park on a regular basis. She takes children to nursery and takes and collects children from the nearby school. There are currently three children on roll, two are in the early years age group who attend on a part-time basis.

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

 consider using Development Matters in the Early Years Foundation Stage further as a guide to making best-fit judgements about whether a child is showing typical development for their age: and to establish if all the educational programmes are sufficiently covered, specifically in the winter months

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

 develop an effective monitoring system, by using a suitable self-evaluation process to help prioritise the targets for improvement.

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who attend

Children make independent choices about what they would like to do, which helps them to become good decision makers. For example, they move around the childminder's home easily to play on the carpet with pirate figures and other small world items or wander into the kitchen to glue and stick or to write with marker pens on the wipe clean easel. The childminder builds on children's interests very well; for example, she helps them to make a model pirate ship from recyclable and craft materials. When children spend time drawing on a cardboard box, the childminder suggests they use more resources, such as stickers, which helps them to concentrate and sustain their interest longer. This ensures that the childminder uses effective ways to help children enjoy their learning.

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who attend

The childminder also plans some good adult-led activities and links these to the seven areas of learning. For example, in the children's learning journey's she shows how children benefit across all areas of learning from an activity, such as baking cakes. She describes in her written documents how going to the shops and using money to buy the ingredients, helps children with their mathematical, personal and social skills. She knows that by making the cakes and taking the finished product home, children are helped to develop their creative skills and their physical development as they mix up the ingredients. The childminder documents some next steps to show how she helps to move children on in their learning. However, she does not yet use guidance, such as Development Matters in the Early Years Foundation Stage, to help her match children's progress in relation to their age or to note any possible gaps in children's learning or in the educational programmes.

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who attend

For example, in the colder weather they do not use the outdoors as much or go on as many visits to explore the natural environment. This may limit children's opportunities for physical play and to gain further knowledge and understanding of the world.

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who attend

Children write and draw competently as they confidently write the letters down which spell their name and draw the correct number for their age. They also use mathematical language and calculate correctly; for example, when they draw some numbers on the white board they group them together and calculate stating that 'four number four's and three number three's, makes seven' and they are very proud of their achievements. They talk about what they are going to do and explain what their pictures are going to be. The childminder builds on their interests further by engaging in conversations and asks questions that make children think. For example, when children say they are going to use the green pen and they draw a good image of a 'snowman' with face, arms and hands, the childminder asks whose favourite colour is green and if it is going to be a boy or a girl. Children then explain their drawings further and relate their images to real life events as

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who attend

they engage in lively conversations with the childminder. When children demonstrate that they know the sounds of letters the childminder uses good phonic teaching to help children think about other words that may begin with the same letter. This helps children to develop good literacy skills.

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

Children play in a warm, welcoming home where their independence and confidence is supported very well. For example, when children recognise their own care needs they manage these independently as they access the downstairs bathroom easily and their drinks are readily available, so that they can help themselves. All of the toys and equipment are easily accessible on open shelving so that children can see what is on offer, which enables them to make independent decisions and choices about what they would like to do.

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

The childminder is very clear about how to help children with their transitions into an unfamiliar setting. For example, when new children start she notes how they interact with other children and what activities and toys they may be interested in. She knows how important it is to help children to develop friendships through mixing at toddler groups and by using books, dolls and figures as props. The childminder also discusses children's personalities with parents and teachers, so that they all work together well to help children learn to cope with new situations.

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

Children behave well and the childminder gives children lots of positive, meaningful praise. For example, by recognising and reinforcing what a child has done well, such as stating, 'what good tidying up, that's great thanks very much.' This raises children's self-esteem very well and gives them a good sense of responsibility and belonging. Children relate well to the childminder and are beginning to demonstrate a close attachment to her as they spontaneously throw their arms around her neck for cuddles.

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provision

The childminder has completed all relevant training and as a new childminder, she constantly refers to the Early Years Foundation Stage documents to help her in her practice on a daily basis. She also knows other established childminders in the area whom she can call on for support if necessary. The childminder has given some thought to what she would like to develop further in her provision, such as the planning of activities and routines. However, she does not yet fully identify all of her strengths or use an effective self-evaluation system to help her focus on challenging targets. Therefore, she does not establish what the priorities are for improvement to fully support children's care and learning.

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provision

The childminder has a basic awareness of what to do if she is worried about a child's care or welfare. She has all the relevant telephone numbers and documentation she needs to follow to make a referral or to seek advice. Although she covered child protection on her initial childminding training course, she is looking to attend a specific course on safeguarding children. She is, therefore, proactive in improving and developing her knowledge further. Children are protected by a secure environment and play with safe and suitable equipment. The relevant written risk assessments and good practice followed when she is out and about with children, ensures that they are kept safe.

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provision

Parents are offered short, settling-in visits with their children before they start and they complete an 'All about me' document. This gives the childminder a good starting point on children's routines, care, learning, likes, dislikes and specific interests. The childminder also talks to parents about their children's abilities to help her establish where they feel their children are in their development stage so that she can continue to help them make progress. She shows an interest in what children do at other provisions and regularly chats to teachers in school and nursery about how they are getting on and if there is anything in particular she needs to help them with. As she only drops children off at nursery she uses text messages to keep parents informed of their morning with her. She is aiming to carry out specific planned meetings with parents in the near future, so that they will have more

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provision

time to discuss their children's learning and development and to share what she's knows in more depth. This shows that she works well in partnership with parents and other professionals to ensure that children benefit from continuity and consistency.

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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 EY447782 Local authority Durham Inspection number 802828 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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