Childminder in North Tyneside

Inspection date

Previous inspection date 18/01/2013 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder places a good focus on children's individual learning needs. They take part in a wide range of activities and as a result all children make good progress in their learning and development.  The childminder knows the children's individual personalities and learning needs well, helping them to feel settled, comfortable and valued.  Parents contribute to initial assessments of children's starting points on entry and are kept well informed of their children's progress. As a result, continuity in children's learning and welfare are met well.  Partnership with parents and other providers delivering the Early Years Foundation Stage are well established and these partnerships make a strong contribution to meeting children's needs.

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It is not yet outstanding because

 The childminder provides fewer resources for children to fully develop their exploration, observation and investigation skills.

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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 made observations of the children while they were engaged in activities in the lounge and kitchen.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Inspection activities

 The inspector spoke to the childminder at different times, taking into account the needs of the children.

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Inspection activities

 The inspector took account of parent's views, through completed questionnaires and the information from the settings self-evaluation.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and children aged nine and six years, in a residential area in Wallsend, Newcastle upon Tyne. The home is situated close to local schools and shops. The ground floor of the home is used for childminding. There is an upstairs bathroom and an enclosed rear garden for outside play. The family has a pet cat. There are currently nine children on roll, of whom one is in the early years age group. The childminder is able to take and collect children to and from the local school and nursery. She has a Nursery Nursing qualification at level 3. The childminder is open Monday to Friday 7.30am to 6.30pm all year round, except for family holidays.

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

 provide more resources to help older children develop their exploration, observation and investigation skills, such as torches, mirrors and magnifiers.

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who attend

The childminder has been caring for the children for a relatively short period but they are happy and settled in her care. During this short time the childminder has got to know the children well. Based on her secure and accurate assessment of children's starting points, she demonstrates high expectations for all children with regard to their ongoing progress. The childminder records observations of children at play and uses the information to plan activities to continue to enhance their learning. Consequently, children are developing the key skills needed for the next steps in their learning, including school where appropriate. The childminder shares children's learning journal's with parents which ensures they are well informed of their children's progress and achievements. Parents are also encouraged to share their observations from home which the childminder then uses to complement her planning. This promotes continuity in children's learning. The childminder has

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who attend

reviewed the information with regard to the progress check for children aged two years and shows a good understanding towards meeting her responsibilities and checking that the younger children are meeting their expected levels of development.

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who attend

The childminder becomes actively involved in the children's play, building on their skills. For example, she encourages children's communication skills through effective interactions. The childminder constantly talks to children, commenting on what they are doing and asks questions to encourage their thinking and exploration. Older children make good attempts to write their name and understand the letters that represent the sounds they hear at the beginning of their own name. This supports children's early literacy skills. The childminder encourages children's personal, social and emotional development. For example, the children have painted a 'feeling tree' and this is used effectively to encourage them to talk about and recognise their feelings and explore their emotions. Children have plenty of opportunities to share, meet new people and develop strong social skills as they attend other children's groups.

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who attend

Overall, children's understanding of the world is fostered well. They learn about planting and growing as they grow herbs and carrots in the garden and understand that in order for them to grow they have to ensure they are watered. They also take paint outdoors and discover what happens when they try to paint the snow. One child said that he made the colour of the snow 'change to yellow'. These first hand experiences stimulate them to experiment and try out new ideas. However, the childminder acknowledges that they is scope for development in this area as there are more limited opportunities for children to use magnifiers, torches and other objects that fully encourage children's exploration, observation and investigation skills. The childminder takes advantage of spontaneous learning opportunities, such as the fallen snow. Here the children use their physical skills and their imagination to build snowmen. The childminder successfully incorporates adult-

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who attend

guided activities into her day. For example, children learn about Chinese New Year as they create special red envelopes and learn about the significance of these within the Chinese culture. They also learn how to say 'Happy New Year' in Chinese. As a result, children are developing an understanding of the wider world around them.

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

All children are warmly welcomed and fully included in the life of the provision. They are respected as individuals, treated with kindness and their emotional security is given high priority. For example, the childminder understands the attachments some children have to their special comforters brought from their home and she makes sure that they are able to access them when needed. Consequently, children develop a sense of security and self- confidence. The childminder has an understanding of each child's background and requirements. This is because parents' views about their child's care needs are sought at the start of the placement which ensures continuous and consistent care. For example, the childminder ensures that information is obtained about any known special dietary requirements and medical needs. This helps her to plan for children's individual needs and successfully supports transitions from the children's home into the childminder's care.

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

Children have easy access to resources because toys are stored at their level. The childminder makes use of her local toy library which ensures children have a varied and interesting range of resources. Children form positive relationships with their peers and behave well; they share, take turns, are kind to one another and well-mannered. They receive praise and encouragement which effectively boosts their confidence and self- esteem. During outings and activities children have good opportunities to learn about and practise the knowledge and skills they need to stay safe. For example, children learn how to cross the road safely and older children know the rule that they are only allowed to be two lamp posts ahead of the childminder. Children's safety is further assured as they know what to do in the event of a fire because they participate in regular fire drills.

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

Children complete personal care routines for themselves and are effectively developing their independence skills. For example, they tidy away the resources, and visit the bathroom with little support from the childminder. Children learn basic hygiene practices and follow the good role model set by the childminder who maintains hygienic practices to prevent cross-infection. Meals offered to children are healthy and nutritious. Opportunities for children to become involved in discussions and preparing food for snacks and lunch further enhance their understanding of health choices. Children participate in physical outdoor play activities and benefit from fresh air and exercise. For example, they walk to and from school, visit the play park and make snowmen in the snow. This ensures children's health and physical development is promoted well.

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provision

The childminder demonstrates a secure understanding of the learning and development requirements. This is because she has a good understanding of the areas of learning and how children learn. She manages the monitoring of the programme for children's learning and development well and through this is able to identify any gaps in their achievements. This means children are acquiring the skills which help them make good progress and move on to the next stage of their learning. Children are safeguarded well as the childminder has a secure understanding of child protection issues and understands the procedures to follow should she have a concern about a child in her care. This ensures that children are well protected and given high priority at all times. Children's safety is maintained because the childminder carries out effective risk assessments. She supervises children closely and maintains a record of visitors to the home, which further promotes

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provision

children's welfare. Consequently, children move around safely and independently. The childminder has completed relevant first aid training and this enables her to care appropriately for children in the event of an accident or should they become ill.

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provision

Strong relationships with parents are in place. The childminder ensures she spends time at the beginning and end of the day to exchange relevant information to parents. This friendly approach promotes an open and easy method of communicating between carers. Written feedback from parents confirms that they are very satisfied with the service offered by the childminder. Partnerships with other providers, such as the local pre-school and schools are good. Relevant information is regularly exchanged to ensure continuity of care and learning for each child. Self-evaluation, including asking parents for their comments about the care and learning provided, is used to highlight successful practice and areas for improvement. For example, the childminder is currently producing a pictorial collection of all the toys and activities she has, to help children make choices in their play.

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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 EY449032 Local authority North Tyneside Inspection number 808718 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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