Childminder in Gateshead

Inspection date

Previous inspection date 04/12/2012 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 feel safe and secure and enjoy their time in a friendly and homely environment where the childminder is sensitive to their individual needs.  The childminder demonstrates a good understanding of her responsibilities with regard to the welfare and safeguarding requirements. Consequently, children are cared for in an environment that effectively promotes their safety and well-being.  Effective use is made of observation and assessment, which the childminder skilfully uses to plan the next steps in children's learning and development. As a result, children make good progress.

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It is not yet outstanding because

 Opportunities for parents to contribute information about their children's learning at home and for parents to receive guidance about how they can support their children's learning at home, have not been fully explored, to ensure that children's continuous learning is fully supported.  There is scope to further develop the range of resources and activities, to help develop children's understanding and awareness of diversity.

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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 childminder's home.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the visit and observed practice with children.

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Inspection activities

 The inspector looked at children's 'learning journeys', planning documentation, and a selection of policies and children's records.

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Inspection activities

 The inspector also took account of the views of parents, through observation of documents.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 18 and five years in a house in Wardley, Gateshead. The whole of the ground floor, one bedroom on the first floor and the rear garden is used for childminding. The family has two cats and a tortoise as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently eight children on roll, of whom four are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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

 enhance children's understanding and awareness of diversity by using resources and activities to develop their knowledge about different cultural groups

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

 enable parents to make contributions to their children's learning journals and give guidance about how they can support their children's learning at home.

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who attend

The childminder clearly knows the children in her care well and ensures through her planning that they are provided with a good range of age-appropriate activities, based on their individual interests. Effective levels of support are given to ensure children make progress across all areas of their learning and development. The next steps in children's learning are clearly identified and inform the planning of future activities, to ensure that their learning needs are well met. Consequently, children are being well prepared for the next stage in their learning.

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who attend

Children's communication skills are fostered well due to the positive interaction by the childminder. For example, she listens carefully to them and repeats words back to ensure the correct pronunciation. She encourages children to explore and talk about what they are learning, valuing their ideas and ways of doing things. Babies use a range of non- verbal as well as verbal communication to interact with the childminder; they respond by smiling with pleasure and move with excitement to the sound of the childminder's voice. Therefore, children's confidence and self-esteem are skilfully nurtured by the childminder. She successfully builds on children's initiated play to plan for their learning and progression; this effectively fosters children's enthusiasm and eagerness to learn. Through her observations, she knows that children enjoy crafts and display an interest in shapes, and plans activities to support their interest. Children display great pride in themselves as

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who attend

they confidently identify the various play dough shape cutters. They gain a further understanding of shape, texture and size as they discuss the shapes they make, and discuss the texture of the dough as being 'smooth and cold'.

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who attend

Children gain an understanding of their own local community as they regularly visit local parks and community resources and skilfully recall visits to the park where they have enjoyed feeding the ducks. However, there are fewer resources and activities to develop children's understanding and awareness of the wider world and the diverse society in which they live. The childminder interacts positively with the children at all times and encourages their personal, social and emotional development well. For example, she encourages the children to take turns as they post the shapes into the shape sorter, again supporting their learning as they discuss shapes and the displayed numbers. Through the positive adult interaction and skilful support provided by the childminder, children progress comfortably within the expected levels for their ages.

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who attend

The childminder works well with parents and her relationships with them are good. Through sharing children's 'learning journeys', she provides information about what children can do and plans for their next steps in learning. However, within these documents she does not always provide parents with sufficient information about how they can support their children's continuous learning at home or enable them to make their own comments about their children's learning at home. This, therefore, does not yet help the childminder to gain an overall picture of children's achievements and progress both in her own setting and at home.

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

The childminder is fully committed and takes effective steps to ensure children's welfare needs are met. Children have clearly developed strong attachments to her and are happy and settled during their time spent with her. She is a good role model for them and remains calm and focused at all times and has realistic expectations in accordance with children's ages and stages of development. The positive attachments she has with children have been supported through her effective settling-in procedures and because she gathers good quality information from parents about children's needs. Therefore, children's transitions between home and the setting are well supported.

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

Through consistent routines, children learn about appropriate behaviour and the importance of being kind to others and learning to share and take turns. For example, older children display kindness to babies as they gently return a rattle into the baby's hands. In addition, they display great kindness and concern as they gently help to wash the tortoise. The childminder spends plenty of time supporting individual children, and this means they feel special and valued, promoting a positive self-image. The childminder promotes children's health well. She provides a healthy and nutritious diet and children thoroughly enjoy fruit as a mid-morning snack. In addition, they have access to regular drinks which they independently access. She helps children to learn about their own safety and risks. For example, whilst coming downstairs she encourages them to hold her hand. Children are provided with sufficient time for rest and relaxation and they have good

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

opportunities for fresh air and exercise as they regularly access the outdoors. The childminder has implemented ongoing risk assessments of her home and resources to ensure accidents are minimised.

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provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding, welfare, learning and development requirements of the Early Years Foundation Stage. Her regard to promoting a safe environment is good. She implements effective risk assessments, policies and procedures so that she keeps children safe. 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.

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provision

The childminder provides good levels of support to ensure children have opportunities to make good progress in their learning and development, taking into account their starting points. Children's learning journeys are used well to show the progress children make within both the prime and specific areas of learning. The childminder demonstrates a good understanding that clear goals and targets will continue to improve the service she provides and welcomes any training that will improve her practice and skills further. The partnerships with parents are good and they have access to a broad range of information including well-written policies and procedures. Children's learning journals and daily discussions keep them fully informed about their children's progress. Comments from parents are positive about the care their children receive. They state the childminder is always flexible to meet their needs, approachable and extremely reliable. Links with other

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provision

providers are good and the childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development, to ensure their progression of learning and continuity.

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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 EY447127 Local authority Gateshead Inspection number 802345 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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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