Childminder in Gateshead

Inspection date

Previous inspection date 20/12/2012 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are provided with a suitable range of interesting play opportunities and experiences. As a result, children are keen to attend and enjoy their time in the childminder's care.  Children establish positive relationships with the childminder, who successfully promotes their well-being and provides an environment, which promotes their independence, choice and decision making.  The childminder has a good understanding of the safeguarding and welfare requirements, which are effectively met. This means that children are kept safe and well protected.

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It is not yet good because

 Observations, assessment and planning are not used consistently well, to monitor and track children's progress. This means that opportunities to highlight development or identify areas requiring support are missed.  The childminder has not yet begun to undertake progress checks for those children aged between two and three years. This means the early identification of any gaps in children's development are not yet identified.  The childminder has not yet fully implemented ways that enable parents and children to contribute to the setting's self-evaluation, so that their views are taken into account.

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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 compulsory part 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 made observations of the children while they were engaged in activities in the lounge and during their walk to the local nursery.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder at different times throughout the inspection.

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Inspection activities

 The inspector spoke with a parent on the day and took account of the views of other parents through the written references they had provided for the inspection.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her adult child in Felling, Gateshead. She uses the whole of the ground floor of the home and the rear garden for childminding.

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Information about the setting

The childminder visits the local shops and park on a regular basis and collects children from the local pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder is open all year round, Monday to Friday, except for family holidays. The childminder holds an appropriate childcare qualification.

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must:

 develop methods for assessing and monitoring the effectiveness of children's learning and the educational programme, so that children's progress is carefully tracked and the information gained can be used to highlight any areas of children's development that may require additional support  undertake progress checks for all children aged between two and three years, review their progress, and provide parents and/or carers with a short written summary of their child's development. Identify the child's strengths, and any areas where the child's progress is less than expected.

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

 build on self-evaluation by inviting the views of parents and children and use these to assist in identifying areas for further improvement.

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who attend

The childminder has a generally clear understanding of how children learn and provides a suitable range of activities that sustains their interest. She collates information from parents about what children already know and can do and this helps her to plan to extend their learning. The childminder has started to observe children as they play, and is generally able to identify what they are able to do. However, she does not use this information to fully assess where children are in relation to their expected developmental stage for their age, or to plan activities and experiences that will support children's future progress across all seven areas of learning. In addition, she has not yet fully implemented the progress check at age two years for those children aged between two and three years of age. This means that the childminder is not fully aware of how well younger children are progressing or if there are any areas where their progress is less than expected, so

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who attend

that she can work with their parents to provide appropriate support when needed.

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who attend

Children access a suitable range of activities to promote their language and communication. For example, they play with the puppets as they look at pictures in the book and talk about the story and the different characters within it. The childminder asks children questions during their play to stimulate their thinking and conversation. For example, she asks children about the colour of the bricks and how many they have used to build the tower. The childminder interacts appropriately and supports the children in their learning. For example, when giving children instructions she uses language that encourages them to think and helps them to develop their awareness of mathematical language, such as 'on top of' and 'underneath'. Children are developing their understanding of space and shape as they concentrate on completing jigsaw puzzles. Early literacy skills are suitably promoted as children make marks with paint and pencils.

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who attend

Children confidently ask questions, such as 'which Christmas card is theirs'. The childminder responds by saying they need to look at the name inside, and this helps children to develop awareness that print has meaning. Children enjoy dressing-up as a police officer, doctor and pirates. This promotes their imagination and helps them to express themselves through role play.

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who attend

Children are beginning to develop skills in information and communication technology as they use the mini compact disc player and the digital camera to take photographs. Opportunities to visit local toddler groups helps to build the children's confidence in being in less familiar surroundings and with unfamiliar adults. This helps to support the children in their preparation for transition to other settings.

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

Children feel very secure with the childminder, who makes sure that she obtains information from parents about their likes, dislikes, routines and starting points. Her knowledge and understanding of their individual needs is very clear. The childminder has all the necessary information about the children's medical and dietary needs. Also she maintains all written information and consents to enable her to care for the children effectively. The childminder organises her home, so that children have sufficient space to play. Children are able to make choices about their play, selecting from a range of interesting resources. This helps to foster children's independent learning and self-help skills. Children's learning journals and daily diaries are used to inform parents about their personal care routines and to show them what activities they have taken part in. This gives parents the opportunity to support their children's learning at home.

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

Children are developing good self-care skills. For instance, they know that they need to wash the germs from their hands before eating and the importance of brushing their teeth after meals. Children are developing good knowledge about healthy eating as the childminder provides them with nutritious home-cooked meals and snacks. They behave well because the childminder has clear house rules and gives them realistic boundaries. Her consistent approach takes into account children's level of understanding and maturity. The childminder encourages and praises the children throughout their day, which supports their confidence and self-esteem.

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

Children learn about how to keep themselves safe. For example, they know why they must wear their high visibility jackets and hold the childminder's hands when out walking. They are learning to cross the road safely. Children also take part in regular evacuation drills with the childminder, who ensures these are undertaken at different times to make sure that all of them are aware of how to leave the home quickly in an emergency. Children enjoy engaging in physical play both inside and outdoors. They take trips into the local community, for example, visiting soft play venues and parks. These provide children with opportunities to socialise with others and to learn to safely climb, run, jump and use wheeled toys. These experiences also help children to learn how to interact and behave with others; developing the personal, social and emotional skills needed for the next stage in their learning.

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provision

The childminder's understanding about her responsibility in meeting the learning and development requirements is sound. However, she does not yet effectively monitor the development and progress children make. This impacts on her ability to ensure that any support given to the children during their learning activities is fully effective in helping them to progress further. The childminder has a good understanding of the safeguarding and welfare requirements. She is familiar with child protection procedures and knows what to do if she has concerns about children in her care. The childminder gives good priority to keeping children safe. She competently minimises risks to children in the home and on outings by using comprehensive risk assessment and safety checks.

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provision

The childminder has a secure working relationship with parents, and their partnerships are valued and are effective. For example, she works closely with parents to ensure children are settled in her home. This promotes children's sense of security and helps to establish warm and trusting relationships. The childminder regularly shares information with parents about her practice through written policies and this ensures that they are clear about both their own and the childminder's role and responsibilities. As a result, parents say they are very satisfied with the service provided. They comment about how well organised and patient the childminder is and how impressed they are with her caring attitude towards their children. Suitable procedures are in place to share information with other settings, such as the local nursery. This promotes consistency in children's learning and helps prepare them when they are ready for school.

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provision

The childminder's emerging use of self-evaluation is sound in informing priorities and setting some targets for improvement. For example, she is currently working on how to make her garden accessible, so that children can benefit from greater opportunities to play outdoors. However, the self-evaluation process is still under development and does not yet include the ideas and views of children and parents as a way of further assessing the effectiveness of her practice and identifying new areas for improvement.

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The Childcare Register

The requirements for the compulsory 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 EY444509 Local authority Gateshead Inspection number 805274 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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