Childminder in Northumberland

Inspection date

Previous inspection date 19/12/2012 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Resources are excellent. They are organised to ensure that almost all areas of children's development are promoted and focus around the children's needs, which results in them being keen and enthusiastic learners who confidently access toys and equipment independently.  Children's development is constantly extended well by the childminder as she poses questions, asks them to explain what they are doing and gets them to recall what they have already done, this results in children developing good skills as critical thinkers.  Children are constantly lavished with worthwhile praise for their achievements, which results in raising their confidence and self-esteem.

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It is not yet outstanding because

 Counting is not further promoted in children's play and routines to enable them to develop their skills in mathematics.  There are fewer readily available toys and equipment to promote children's exploration of technology. As a result, there is scope to enhance children's skills in this area.  Children's progress in all areas of learning is yet robustly monitored to ensure that any gaps in their learning can be swiftly identified and any additional support they may need can be planned.

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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 playroom and the garden.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector was unable to speak to any parents of children in the early years age range during the inspection but did view letters left for the inspector from parents whose children attend the setting.

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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 co-childminds with another registered childminder at her setting in Kirkley near Ponteland and Newcastle. They use the whole of the ground floor and the rear garden for childminding and the converted space at the top of the garage, which has a self-contained kitchen and toilet area.

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Information about the setting

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

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Information about the setting

There are currently six children on roll; four are in the early years age group who attend for a variety of sessions. She is open all-year-round from 7am to 6pm Monday to Friday, except for family holidays.

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

 increase existing systems to better monitor and track children's progress across the specific areas of learning to ensure that any further support children may need in the future can be adequately implemented

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

 develop the range of technology resources that children recognise and can incorporate into their play and provide opportunities for them to operate mechanical toys

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

 provide further opportunities for children to count and encourage this in daily routines and their spontaneous play.

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who attend

Children are very happy and contented in the childminder's care. They have developed strong bonds with her and confidently approach her when they need support or reassurance. The childminder asks the older children lots of questions to extend their thinking. As a result of this, children confidently recall what decorations they have on their Christmas tree at home and describe which ones they like the best, which develops their critical thinking. The children are highly confident communicators. They readily become involved in conversations and the childminder introduces new words, such as 'nurse' which extends their vocabulary. The childminder knows the children in her setting very well. She completes regular observations to assess where their development is. However, systems to monitor their overall progress are only just beginning to emerge, which means that there is scope for development to ensure an accurate display of children's progress so that

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who attend

areas where children may need extra support, are able to be swiftly identified. The childminder provides a wide range of materials for children to make Christmas cards and as a result children use their own creativity to decorate and glue their chosen items to the cardboard. She constantly extends their learning, for example, by asking them to think about what they will need to stick the glitter to their card. Older children confidently identify shapes, encouraged to do so by the childminder. This extends and reinforces their mathematics development, however, fewer opportunities exist in encouraging and reinforcing children's counting skills in spontaneous play and routines. Children are curious and inquisitive learners. They freely access boxes of good quality musical instruments and the childminder supports them as they talk about the sounds they can make and listen carefully to these. Older children notice similarities in their environment as a result of the

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who attend

childminder encouraging them to talk about what they see and do. They comment that their wrap that they eat at lunch is like a 'rug' and that they have butter on pancakes and toast. This means that children are developing well in most areas of understanding of the world. However, there are fewer resources that enable children to explore and use technology. Children freely access a good range of writing and drawing materials and as a result they are able to express their own ideas in a variety of ways, for example, by drawing pictures or by attempting to independently write their names.

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who attend

Children make good progress in the childminder's setting due to successful planning and assessment. Written plans show what types of activities children have been involved in during the session and links in to the children's interests to ensure they remain stimulated. Assessment of children's learning is effective and the childminder plans for their next steps in their development to ensure they continually make progress in the prime and specific areas. The childminder has no children attending who she needs to complete the two- year-old checks for at present. She shows a good understanding of what she needs to include and how this will be successfully shared with parents and other professionals to ensure everyone is focused on the child's individual development. Information about children's development is shared on a regular basis which shows the childminder's commitment to encouraging parents to be involved in their child's learning. She provides

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who attend

them with clear and easily understandable information about the prime and specific areas of learning as a result of this, parents are well informed about their child's individual development and can share their child's learning at home.

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

A highly exciting environment which is outstandingly well organised and rich in text results in children being highly stimulated and means their communication and language skills are successfully promoted. Children have continued opportunities to make good progress as a result of the childminder organising resources successfully in the large open-plan playroom. Children are highly independent learners as they constantly chose their own activities from a generally excellent range of good quality toys and equipment that interests them. The childminder encourages children to make their own decisions in the setting about what they want to do. As a result of this children keenly rummage through the low-level boxes of toys and choose books to read from the low-level shelving. The childminder has excellent relationships with all of the children in her care and therefore they feel a very strong sense of belonging and emotional well-being.

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

Children enjoy being outdoors in all weathers in the large paddock area and garden which helps develop their gross motor skills and fully supports their good health. Children benefit from lots of fresh air and opportunities for energetic play as they use a wide range of equipment outdoors such as trikes, balls and the sand pit. Children enjoy very healthy meals and snacks that meet their individual dietary needs. They benefit from snacks, such as wraps and decide which types of filling they would like to try. Mealtimes are a lovely social occasion where children enjoy conversations with the childminder and other children attending, finding out about what each other have done during the day and building relationships. Children are developing very confident self-care skills as a result of the childminder encouraging them to put on their coats and shoes so that they are able to do this independently when they move on to school.

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

Transitions between settings are highly successfully managed as a result of the childminder building up strong links with local schools and nurseries in the short time that the children have been attending. These excellent relationships with others providing the Early Years Foundation Stage mean that the childminder can share valuable information about each child's individual needs. The childminder holds termly meetings with other professionals as she initially shares information about children's welfare needs, then as they attend for longer, ensures she collects valuable information about each child's progress to ensure that she can provide a continuous learning journey for them.

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provision

Children are cared for by a knowledgeable adult due to the childminder's dedication to completing courses to improve her knowledge of the Early Years Foundation Stage, which, in turn benefit the children in her care. The childminder shows a strong understanding of how to meet the welfare requirements and places a particularly high emphasis on securing a safe environment for children's play through very comprehensive checks, robust written policies and her vigilance during the sessions that children attend. Children are successfully protected from harm due to the childminder's robust understanding of child protection procedures and a comprehensive written policy that she follows if she has concerns.

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provision

The childminder constantly reflects, alongside her co-childminder, on her daily practice, which results in children being safe and secure in her care, for example, as she risk assesses new activities that they plan, to ensure the equipment is suitable for all of the children who wish to participate. She has completed written self-evaluation forms which results in her being able to identify the areas in her service where she wants to make improvements and ensures these are focused on benefitting children's learning and development. Good plans are in place for future development; these result in improved experiences for the children who attend her setting particularly to support their understanding of the world, such as the development of a growing patch and regular visits to the library to source books about diversity. The childminder and her co-childminder consider how the toys and equipment that are set out for children on a daily basis will

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provision

promote the prime and specific areas of learning. This results in the planning and delivery of the learning and development requirements being successfully promoted, ensuring that all children are able to make good progress in the setting. Systems to monitor the overall progress that children are making in each area of learning are in place but not yet embedded, to show gaps in individual children's learning where support may be needed.

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provision

Partnerships with parents are very positive. Parents are fully aware of their child's routines and what they have done in the setting as the childminder shares comprehensive daily diaries with them that contain good quality information. Although the childminder has no children attending who require additional support form external agencies, she shows a secure understanding of how she would access these services. She would welcome professionals into her setting to enable them to work together to support children in making as much progress as they possibly can in their 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 EY448689 Local authority Northumberland Inspection number 805096 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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. 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

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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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