Childminder in Sunderland

Inspection date

Previous inspection date 18/12/2012 25/11/2008

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder has a good understanding of how to promote children's safety and well-being. Her home is safe and secure in all areas and any risks are minimised effectively, which means children are able to move about freely and safely.  The childminder has a good understanding of how children learn. She supports all children to make good progress through providing a wide range of activities, which very much follow their interests. Children are motivated and keen to learn in this inclusive and welcoming setting.  The childminder works closely with parents to give children consistent care and ensure that their individual needs are met well. She is particularly sensitive in helping new children settle quickly.  The childminder has worked hard since her last inspection, positively addressing the actions and recommendations raised. She is committed and enthusiastic about developing her service. She has gained a childcare qualification and acts on advice and

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This provision is good

attends training to further her knowledge.

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It is not yet outstanding because

 There is scope to make the outdoor area more inviting and interesting to children, for example, by helping them to explore the natural world.

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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 had a tour of the premises and observed children playing in the downstairs rooms.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at the childminder's self-evaluation documents, children's 'learning journeys', a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents through written comments that they left for the inspection.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 15, 14 and eight years in a house in Penshaw Village, situated on the outskirts of Washington. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll who is in the early years age group who attends full- time. She operates all year round from 8am to 6pm, Monday to Friday and occasional Saturdays, except bank holidays and family holidays.

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

 enhance the outdoor area to give children opportunities for investigation of the natural world, for example by providing wind chimes, streamers, windmills and bubbles to investigate the effects of wind.

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who attend

The childminder is confident in delivering the learning and development requirements of the Early Years Foundation Stage. She gathers comprehensive information about each child's background, needs and starting points through initial detailed discussions with parents. This means that she is fully aware of children's needs and abilities before they start and can provide tailored care. This supports her planning for children's future learning and development. Consequently, planning is very much based on children's individual interests and needs. It is flexible and the childminder readily adapts it as children's play takes on different directions. For example, the childminder recognises that children are becoming unsettled and beginning to 'flit' between different resources. She suggests that they lie down on a large sheet of paper while she draws around them. The childminder encourages children to think about what they want to add to their picture,

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who attend

giving them time to decide. They then colour in together adding different features, such as hair and eyes. They chat as they choose different coloured crayons and decide to make a 'spotty jumper'. Children confidently tell the childminder 'I like red but I like pink better'. When they roll the paper back up the child looks through it. The childminder suggests that the roll looks like a telescope. She asks who uses telescopes with the children quickly responding 'pirates', they then take turns looking through it to find treasure. Children are fully engaged and interested as they collect money from the shop for their treasure and tell the childminder what they can see through their telescope.

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who attend

Observations of children's play are clearly linked to the seven areas of learning and the childminder is very knowledgeable about children's progress and how she is extending their learning over time. The childminder is currently working with parents to complete children's two year progress checks. The childminder gives high priority to promoting children's communication and language development. For example, she uses conversation at every opportunity and makes good use of songs and rhymes to gain their attention and to help them develop their listening skills. The childminder makes skilful use of questioning to promote children's thinking. For example, she asks them 'What noise does the till make?' as they 'scan' their shopping and 'swipe' their credit cards. The childminder helps children to learn about difference and diversity in the world in a variety of different ways. For example, she reads books to them about a little girl who wants to make a collage

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who attend

rather than paint so that her blind grandad can feel it. She links with the school to celebrate different festivals, such as Diwali and Hanukkah and attends the nursery's nativity play.

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who attend

Stimulating resources are readily accessible and are relevant to children's interests. Children confidently select from these and become very involved as they play with them. Children receive good opportunities to develop their physical skills in the garden and local parks. However, opportunities for children to investigate the natural world, for example by providing wind chimes, streamers, windmills and bubbles to investigate the effects of wind, are less readily available. The childminder makes good use of community groups and facilities to complement activities she provides at her home. For example, she borrows puppets from the toy library to extend children's interest in stories and attends a musical group, which children particularly enjoy to help develop their speech and language skills. This also helps children grow in independence, make new friends and prepare them for next stage in their learning, for example, starting nursery.

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who attend

The childminder discusses children's progress, activities and achievements with their parents and shares photographs and their written journals with them. She is successful in actively encouraging them to contribute to these. Parents speak highly of the activities provided and of the progress their children are making in their development.

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

Children have clearly developed very close bonds with the childminder and as a result, they are happy and settled. The childminder provides a warm, welcoming home for children to have fun in. Effective settling-in procedures are in place to ensure a smooth transition from home to setting. Parents appreciate these very much and are reassured when their children settle quickly commenting, 'I cannot believe how easy the settling-in period has been and the childminder provides me with lots of reassurances for when I am not around. Particularly like the communication book'. Children independently select what they want to play with from the wide range of resources available. They are very self- assured and confidently move between rooms and know the routines. For example, they choose their own fruit, butter their toast and put their place mat on the table ready for snack. Children get plenty of fresh air and exercise as they visit the play park and go on

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

daily walks with the childminder. The childminder often sets off for the school-run early so that younger children can play hopscotch and clamber on the adventure trails in the playing field. This promotes their good health, as well as helping them to become familiar with the school. Parents comment very positively about this routine, saying their children 'enjoy the school-run routine and are happy to walk'. Consequently children are well prepared for their next stage in learning and transition to other settings.

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

Children learn how to keep themselves safe by regularly practising the emergency evacuation procedures. Their art work is attractively displayed in the conservatory. This gives them a good sense of belonging, along with offering them a reminder of the work they did around road safety as they talk about the pictures they coloured in of the lollipop lady and safe places to cross the road. Children enjoy a healthy diet of freshly cooked meals, with the childminder allowing children to choose what they would like to eat, so that they are well nourished. Their drinks are readily available in their own cups. Children's behaviour is good, with the childminder gently supporting them to share and say sorry when needed. Children are learning to play together and demonstrate care and concern for each other. The childminder works closely with parents to ensure that behaviour management is consistent. Parents comment that children are learning the importance of

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

'good behaviour, kindness and good manners'. The childminder has good procedures in place to minimise the spread of infection. She explains to children why they need to wash their hands thoroughly before eating and after using the toilet. Consequently, children's good health is well promoted.

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provision

The childminder has a good understanding of safeguarding children. She is aware of what to do if she has any concerns about a child's welfare and has good procedures in place should there be any allegations against her or other adults in the household. This means that children are well protected. The childminder has all the relevant documentation and a good written child protection policy in place, which she shares with parents to support her practice. She manages risks well as she keeps her written risk assessment up to date and reviews this regularly depending on different situations, for example, during the installation of her downstairs toilet. She provides a secure environment, checks any visitors' identification carefully and asks them to complete her signing in sheet. She uses safety equipment appropriately, such as locks on the alcohol fridge and the use of a high handle on the door into the utility room. All adults who have access to children have been

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provision

suitably vetted. This ensures that children play in a safe environment.

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provision

The childminder is committed, enthusiastic and keen to continually enhance her already good provision. She has completed a level 3 qualification, attends training courses and works with local authority advisors in order to develop her provision further. The childminder reflects on and evaluates her practice. Parents and children are involved in this process and help her to shape and develop her service. She has worked hard to successfully address the actions and recommendations from her last inspection, particularly in relation to her risk assessments and involving parents in their children's learning.

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provision

The childminder has very good relationships with the parents and they share what they know about their children on a regular basis. They talk to her about what children do at home. This helps her to track and monitor their welfare. Parents' written comments left for the inspection are highly positive. For example, they state 'Children take part in a good range of activities, including sand, water, gluing, sticking and interesting outings' and 'helped child to settle at school quickly'. The childminder has suitable links with other early years settings. She has copies of the local nursery's curriculum so that she can consistently support and extend children's learning.

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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 EY296535 Local authority Sunderland Inspection number 820161 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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. 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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