Childminder in Gateshead

Inspection date

Previous inspection date 20/12/2012 08/05/2012

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early years provision

This inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder demonstrates a poor knowledge and understanding of the learning requirements of the Early Years Foundation Stage. As a result, children do not benefit from planned activities to ensure they make progress.  The observation and assessment of children does not identify the next steps in their learning. This means planning to meet children's individual needs does not take place.  The policies and documents to meet the safeguarding and welfare requirements are incomplete. This is with specific regard to information about each child, use of mobile phones and cameras, and records of administering medicine. As a consequence, children are not fully safeguarded.  Self-evaluation has not yet been sufficiently developed to focus on areas which need improvement. As a result, continuous development of the provision is weak.

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It has the following strengths

 The childminder has a warm and affectionate approach with children, which means that they feel content and settled in her care. She helps children learn to be independent and encourages them to manage their own personal needs.  The childminder keeps parents informed of their child's welfare through informal discussions; this means continuity of care takes place.

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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 the environment and the management of children's care and learning.  The inspector provided feedback to the childminder throughout the inspection.

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Inspection activities

 The inspector examined documentation including children's records and the childminder's policies and procedures.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child and one child aged 12 years in Sunniside, Gateshead. The whole ground floor of the house and the bathroom on the first floor are used for childminding. Children have use of a garden for outdoor play. The childminder takes and collects children from the local school and attends the local parent and toddler group.

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Information about the setting

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 cares for children on weekdays from 8am to 6pm for 48 weeks of the year. She holds a National Vocational Qualification Level 3 in childcare.

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must:

 provide challenging and enjoyable experiences for children in all areas of learning and development by: developing knowledge and understanding of the learning and development requirements; using robust observation and assessment of children's learning to identify their next steps, and planning for individual children, taking into account their interests and the next steps in their learning  ensure the progress check at two years old is implemented for each child to clearly identify their progress in the prime areas and provide parents with a short written summary of their child's learning and development  ensure the required information for each child and their parents or carers is recorded and maintained at all times for all children looked after on the premises  ensure the safeguarding policy covers the use of mobile phones and cameras in the setting  ensure that a written record is kept each time medication is administered to a

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must:

child  implement effective systems for self-evaluation in order to accurately identify areas for development; put in place an action plan for improvement and seek the views of parents and children.

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

 reorganise resources to enable children to independently choose items that are appropriate to their age and developmental stage

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

 extend the range of materials, resources and sensory experiences to enable children to explore different textures.

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who attend

The childminder has insufficient understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. Her knowledge of child development and how to effectively support children through active learning and exploration is limited. Consequently, she does not provide activities and play experiences to enable children to progress and reach the expected levels of development.

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who attend

Since the last inspection the childminder has created a learning journal for each child in her care and has begun to collect some photographs of children in their play. However, she does not assess children's learning or identify their next steps. This means opportunities are missed and children make poor progress towards the early learning goals. Planning consists of a weekly programme of events, which does not consider the individual needs, interests and stage of development of each child. Consequently, she does not plan in sufficient depth and detail to ensure that children make adequate progress in their learning and development.

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who attend

The childminder is unaware of the progress check at aged two, and therefore it has not yet been introduced. This means children's progress in the prime areas of personal, social and emotional development, communication and language development and physical development are not shared with parents. In supporting young children she does not use the 'Development Matters' guidance to help her identify what children are able to do and therefore cannot precisely target future support. Consequently, children's learning is incidental and suitable experiences are not provided to ensure individual development needs are met. For example, there is a lack of natural and open-ended resources to enable children to explore texture using all of their senses.

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who attend

The childminder provides a range of resources which are stored in low-level storage boxes. Although toys are accessible and children are able to freely choose, these resources are not well organised. Children are not provided with activities and resources that consistently interest or challenge them to ensure they make progress across the seven areas of learning. The childminder is beginning to develop children's language and communication skills as she talks to the children when playing with them and during care routines. For example, during meal times she comments on the food children eat and will ask simple questions. In the setting children are able to access books and suitable materials for drawing and painting. There are some numbers, shapes and letters displayed in the environment and these support children's awareness of print.

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who attend

Children are encouraged to count when going up and down stairs and the number of vehicles they see when traveling on a bus. This supports the development of some of their mathematical skills. The childminder sets up some activities, such as sponge painting, which support children's creative development. Occasionally the childminder takes children on outings, such as to a museum in Newcastle. These experiences provide opportunities for children to develop their understanding of the world and to gain confidence of being in unfamiliar places. However, learning opportunities are missed because the childminder does not follow up these visits by planning activities to extend children's interests and thinking further.

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

The childminder warmly welcomes children into the setting and they separate well from parents and carers. She knows the children as individuals and forms a close bond, which means children are content and settled in her care. The childminder responds sensitively to children's needs. For example, if a child is unwell or anxious she provides comfort and reassurance. In supporting transitions and preparation for the next stage in their learning, the childminder regularly takes children to the local toddler group. Mixing with their peers and other adults, children are provided with opportunities to develop their confidence and social skills.

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

The childminder encourages children to follow suitable hygiene routines. For example, they learn to wash their hands after toileting. The childminder promotes children's self- care by encouraging them to put on and take off their own coat and shoes. Children are developing a satisfactory understanding of healthy lifestyles. For example, the older children help prepare snack and the childminder encourages children to eat a range of fruit. The childminder takes children on regular walks and to the park where they benefit from fresh air and enjoy opportunities to exercise and develop their physical skills.

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

The childminder understands the importance of keeping children safe and she uses a range of safety equipment in the home, such as a security gate to prevent children going into the kitchen. Following the recommendation in the last inspection, the childminder carries out regular risk assessment checks. This means children play in a safe environment and risks are minimised.

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

Prior to caring for children, the childminder meets with parents to share information and to enable parents and children to familiarise themselves with the setting. As a result, the childminder develops positive relationships with parents and exchanges information with them regarding children's welfare and care on a daily basis. However, little information about children's learning is shared with parents, and this means opportunities for continuity of learning at home are missed.

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provision

The childminder does not have a copy of the revised Early Years Foundation Stage to refer to and has not attended training. Consequently, her knowledge and understanding of the learning, development and welfare requirements all early years providers must meet is inadequate. The childminder does not plan for children's learning and therefore does not provide challenge and experiences for each child to ensure they make individual progress in their learning and development. As recommended in the previous inspection the childminder has made some notes to review her practice to identify strengths and weaknesses. However, this self-evaluation fails to identify priorities for improvement and therefore has no impact on practice. The childminder recognises the importance of continued professional development and working in partnership with other providers and professionals.

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provision

The childminder understands her role and responsibilities with regard to making sure children are supervised and they remain in her care at all times. She has a basic knowledge of the local safeguarding procedures and has policies and procedures in place to safeguard children. However, the childminder is unaware of the changes to the welfare requirements and, as a result, records and policies and procedures do not meet all the requirements to ensure the safety of each child. For example, she does not maintain a record of the date of birth, name and address of parents or carers and emergency contact details for every child in her care, and the safeguarding policy does not cover the use of mobile phones and cameras in the setting. This means children are not fully safeguarded, as some of the legal requirements for both the Early Years Register and the Childcare Register are not met.

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provision

The childminder holds a current certificate in paediatric first aid and has a procedure in place to record accidents in the setting. If a parent requests the childminder to administer medication the details are written in a child's diary. However, the childminder does not have a procedure in place to ensure all required information is recorded and retained for two years to meet statutory requirements.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure for each child who is looked after on the premises the following records are kept and maintained for a period of two years: name, home address and date of birth of child; name, home address and telephone number of a parent/carer/guardian (Records to be kept) (both parts of the Childcare Register)  record any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, together with a record of parent consent (Records to be kept) (both parts of the Childcare Register)  take action as specified above (Records to be kept)  take action as specified above (Records to be kept)

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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 EY419983 Local authority Gateshead Inspection number 875672 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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

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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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