Childminder in Northumberland

Inspection date

Previous inspection date 16/01/2013 30/06/2009

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are happy, secure and settled with the childminder as she provides a safe, clean and welcoming environment where children can make independent choices from a wide range of resources.  The childminder makes good use of praise so that children are confident in their own abilities and make good progress in their learning.  Children's welfare needs are effectively supported as the childminder works closely with parents at the start to gather all required information to help her to get to know the children.

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It is not yet good because

 Documentation to assess children for the two year old progress check has not been developed so that parents will be provided with a summary of their child's development in the prime areas of learning.  Observations do not provide enough information about what children know and can do. Observations are not linked to the development bands and are not always used to plan for the next steps in children's learning.  Resources and activities to support children's understanding of differences and other cultures are limited.

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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 observed activities in the childminders home.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's observation records and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her four adult children in a house in a village near Cramlington, Northumberland. The whole of the ground floor, excluding the dining room, are used for childminding. The family has fish and one cat. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently three children on roll, of whom all are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays. She is a member of the National Childminding Association.

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must:

 develop systems to show how a review of children's progress between the ages of 24 and 36 months will be carried out, to ensure that a summary can be shared with parents.

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

 develop systems for recording children's progress which include matching observations to the expectations of the relevant development bands within guidance, for example Development Matters in the Early Years Foundation Stage to accurately identify learning priorities

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

 develop a range of resources and activities to support children's understanding of differences and other cultures.

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who attend

Children are observed to be very happy and settled within the childminder's care. Systems for observation, assessment and planning are not fully developed and are not linked to the development bands to plan for the next steps in children's learning. However, the childminder has some knowledge of the seven areas of learning and demonstrates a sound knowledge of individual children's development. Therefore, she provides suitable activities that meet their individual needs and interests. This is combined with a suitable understanding of what each child can do. Consequently, they make steady progress in relation to their starting points. In addition, the childminder is not yet fully aware of how to carry out the two year progress check on children and does not yet have systems in place to carry this out.

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who attend

Children's language development is fostered well through the childminder asking purposeful questions throughout their play. For example, she skilfully engages with them whilst reading a story asking them to describe the pictures displayed. She listens carefully to the children and repeats words back to them to aid pronunciation of words. She works hard to encourage children's language skills and encourages them to join in with favourite songs and rhymes. In addition, children have good opportunities to develop and practice their mark-making skills, as they access paint brushes and crayons, they discuss the rainbows they paint and confidently identify the various coloured paints. Children demonstrate very good knowledge of problem solving and numeracy skills as they skilfully count the three cars they play with, and with purposeful support from the childminder they are able to perform simple addition. For example, she asks them how many cars they

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who attend

need to make four, and they skilfully answer one. The childminder provides children with lots of praise and encouragement which in turn increases their desire to participate and helps to promote their confidence and self-esteem. Children benefit from play experiences which capture their interests and imagination. Their personal, social and emotional development is being fostered well as the childminder skilfully interacts with them on their level, they respond positively with a smile, through conversation and regular eye contact. Children develop their skills for the future as they independently explore with a suitable range of programmable toys. For example, they skilfully press the buttons on the interactive books and toys, displaying pride in their achievements. Children develop a suitable understanding of their locality as they are taken on regular outings in the local community where they become familiar with their surroundings. However, resources and

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who attend

activities to support children's understanding of differences and other cultures in the wider world are limited.

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who attend

Parents complete documentation relating to their child's individual requirements which helps the childminder to have a clear understanding of the children's needs and interests. The childminder has satisfactory systems to identify children's starting points, she meets with parents at the start and gathers information about children's likes, interests and routines. This helps her to provide consistent care. Daily discussions keep parents suitability informed of children's on going routines, progress and daily activities. The childminder works closely with them to ensure children's care and education needs are appropriately met, and has implemented suitable systems to involve parents with their children's continued learning at home. For example, she discusses and suggests resources, such as the letter blocks, they might get to support and develop children's reading skills at home.

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

The childminder has developed close, warm relationships with the children, therefore supporting children's emotional well-being. She gives them meaningful praise and encouragement and this helps to promote their confidence and self-esteem as well as providing them with clear boundaries to encourage good behaviour. She encourages them to share and gives them praise and encouragement for their efforts. Through consistent routines, discussion and effective teaching methods, children learn about appropriate behaviour and the importance of being kind to others.

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

The indoor environment provides a warm and welcoming space where children move around confidently. A wide range of resources are stored in low level boxes which children can independently access. The childminder carries out on going risk assessments within the home to ensure hazards are reduced. With the children she regularly tidies away toys to provide a safe play space for young children, therefore children develop an awareness of their own safety. Regular walks and visits to nursery and school, as well as discussion, help prepare children and support them with the smooth transition to school when they are older.

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

The childminder is aware of children's dietary needs and ensures they are supported, this enhances children's well-being. They are provided with healthy snacks and meals and regularly access local parks and walks which provides them with sufficient exercise and opportunities for fresh air. This helps to develop children's understanding of a healthy lifestyle.

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provision

The childminder has a sufficient understanding of the requirements of the Early Years Foundation Stage. She bases her planning predominantly on children's interests. Evidence of children's work along with photographs show the progress they are making towards the early learning goals. However, they lack the necessary detail to plan effectively for their next steps of learning. The childminder has completed her own self-evaluation to help evaluate her provision and identify areas of strength as well as areas for development. She recognises that clear goals and targets will continue to improve the service she provides and welcomes any training that will improve her practice and skills further.

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provision

The childminder is suitably aware of local procedures to be followed should she have concerns about a child in her care. Thorough risk assessments are in place for all aspects of her care which reduces the risk to children. There are well-maintained systems in place to record attendance, as well as the effective recording systems for medication administration and accidents. The childminder has completed appropriate first aid training and this enables her to care appropriately for children should they become ill or in the event of any accidents.

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provision

The childminder confidently discusses the necessity of sharing relevant information with other providers delivering the Early Years Foundation Stage with regard to children's learning and development. This ensures their continued learning, and appropriate links have been established. The childminder maintains good relationships with parents and daily discussions keep them informed of their child's progress. Information about the childminder's policies are shared with parents at the start, this ensures that parents are suitably informed about how the childminder works.

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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 EY384273 Local authority Northumberland Inspection number 821639 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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