Childminder in Sunderland

Inspection date

Previous inspection date 15/01/2013 03/02/2009

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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

 Children are happy, settled and form close bonds with the childminder who meets their individual needs well. This supports their well-being and helps them to be able to make good progress in their learning and development.  The childminder knows the children well. She has a good understanding of their individual development and provides a wide range of activities to support their progress.  Partnerships with parents are strong. The childminder has a good understanding of children's individual requirements and parents are kept well-informed about their child's ongoing progress and development.  The childminder safeguards and promotes children's welfare well. She provides a safe, clean and welcoming learning environment where potential risks are effectively identified and minimised.

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It is not yet outstanding because

 The childminder does not optimise opportunities to introduce new words into children's vocabulary as she moves on too quickly to the next subject without giving children time to think about and describe what they are doing.

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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.

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Inspection activities

 The inspector looked at 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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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Ryhope in Sunderland. The family have two pet guinea pigs. The whole of the ground floor is used for childminding. There is a rear yard available for outdoor play. The childminder attends a childminder group and local play groups. She collects children from the local schools and pre-schools. There are currently nine children on roll, four are in the early years age group who attend for a variety of sessions and five are school-age children who attend before and after school. The childminder is open all year round from 7.30am 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:

 extend children's language skills by encouraging them to describe what they are doing and giving them thinking time to put their thoughts into words.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She provides interesting and challenging activities that cover all areas of learning and help and encourage children to take the next steps in their learning. As a result, children are making good progress towards the early learning goals and are well prepared for starting school. Individual learning journals are in place for all children, these include, photographs, examples of children's work and observations of them at play. These are linked to the areas of learning and are used to identify the next steps in children's learning. The childminder works closely with parents to support children's learning from the start. Parents complete 'all about me' forms, which include information about children's likes and dislikes and what they are able to do. This helps the childminder to identify children's starting points. Ongoing discussion and sharing of children's learning

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who attend

files ensures that parents remain involved and up-to-date about their child's progress.

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who attend

Children have ample room to move around and play in the childminder's home. A wide range of age appropriate resources are stored in clearly labelled boxes. This means that children can make independent choices about their learning and play. The childminder knows the children well; she confidently talks about their stage of development and gets fully involved in their play. For example, she supports their communication and language skills as she sits on the floor with them and they sing songs and read stories together. Children are beginning to develop their literacy skills as the childminder encourages them to think about what letter their names start with and they practice writing their name. A variety of activities, such as jigsaws and matching games further supports children's learning. For example, the childminder encourages them to name the objects and introduces language, such as 'the same' and 'matching' into their play. However,

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who attend

sometimes the childminder misses opportunities to further enhance children's vocabulary. For example, when playing a matching game she does not give the children time to think and talk about why the pictures match.

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who attend

Children develop their counting skills through play. For example, they independently count how many jigsaws they have completed and talk about who has the 'most'. This is supported well by the childminder who encourages them to identify written numbers and to think about what number comes next. Babies are developing their physical skills as they move around the space confidently. They use furniture to pull themselves up and are supported by the childminder as they hold her hand to take early steps. The childminder supports their emerging communication skills well. For example, as they play with toy phones she asks them who they are talking to and responds encouragingly as they gurgle in response. The childminder ensures that all children, including babies are fully involved in the activities, for example, as she reads books to the older children, she sits babies on her knee. They smile and laugh as they look at the pictures; this further supports their

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who attend

communication skills. Children are beginning to show an awareness of the world around them. This is supported by the childminder through access to resources, planned activities and discussion. For example, as they make 'fuzzy felt' pictures they talk to the childminder about the different colours of the skin. This helps them to develop a sensitive awareness of diversity.

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

Children are happy and settled in the welcoming and friendly environment. They move around the space confidently, accessing resources and approaching the childminder with questions or to join in with their play. They are developing close relationships with the childminder who clearly knows them well. For example, she recognises when babies are tired and cuddles them as they fall asleep. This helps to ensure that children's individual needs are met well and supports children in developing a sense of security in her care. Children are well prepared for the transition to nursery and school. Young children accompany older children as they walk to nursery and school and as a result, become familiar with the settings and the teachers. The childminder also takes children to a wide range of play groups where they are able to socialise and interact with their peers.

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

The childminder promotes children's good health through every day activities. For example, they have ample opportunities for fresh air as they walk to school and go on trips to the park or to the farm. Children are developing good self-care skills, for example, they use the bathroom independently and describe how too many sweets makes their 'teeth go black'. The childminder provides a good range of healthy foods and snacks for children. This is combined with planned activities, such as fruit tasting to promote children's growing awareness of healthy lifestyles.

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

The childminder keeps children safe on outings as she has completed risk assessments and ensures that young children are secure in pushchairs. She understands the importance of allowing older children to develop their independence and provides clear boundaries in which they can play whilst still maintaining close supervision of them. Discussion about keeping safe near roads and practising road safety helps children to develop a good understanding of how to keep safe. Children's behaviour is generally good because the childminder implements consistent boundaries and encourages children to share and be kind to each other. Daily tasks, such as clearing away their plates and helping to tidy up teaches children to respect the environment and the toys around them.

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provision

The childminder organises her provision well and all legally required documentation is in place and up-to-date, for example, children's details, accident and medication records. The childminder has a good understanding of her role in promoting children's welfare. She effectively safeguards children as she has a good understanding of the signs and symptoms of abuse and procedures to follow if she had a concern about a child in her care. Daily checks, along with risk assessments and appropriate safety procedures, such as using safety gates and supervising children at all times, ensure that hazards to children are minimised.

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provision

The childminder demonstrates a positive attitude towards developing her practice. She has a good understanding of the revised Early Years Foundation Stage and monitors her observations of children's progress to ensure that she is covering all areas of learning. This supports children in making good progress towards the early learning goals. The childminder works closely with other childminders and her early years advisor to share ideas about good quality childcare and develop her practice. She has recently started to complete the Ofsted self-evaluation form to reflect on her practice and she gathers feedback from parents and children in the form of questionnaires. This helps her to have a good understanding of her areas for development. All recommendations from the previous inspection have been addressed and the childminder has highlighted areas for further training. This demonstrates a positive commitment to continuous improvement.

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provision

Partnerships with parents are good. Parents report that they are very happy with the childminder, saying she is 'great' and that they 'could not be happier'. The childminder ensures that parents are aware of how she works as they receive copies of her policies at the start. Further information such as her insurance, first aid and certificate of registration are clearly displayed for parents to see. The childminder works closely with other providers of the Early Years Foundation Stage. For example, she exchanges verbal information with them and receives copies of children's progress reports. This helps to ensure continuity of learning and care for children who attend more than one setting.

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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 EY300121 Local authority Sunderland Inspection number 820204 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 9

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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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