Childminder in Sunderland

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 has a very good understanding of how children learn. She supports them through providing a wide range of interesting and exciting learning opportunities. This enables them to have fun while making good progress in their development.  Children are cared for in a welcoming, secure and safe environment. The childminder has a good understanding of safeguarding issues in order to protect children's welfare.  Children are motivated and show good levels of interest in their play. This is reflected in their positive behaviour and growing independence, which the childminder sensitively supports.  Good partnerships are formed with parents and a wealth of information is shared. This enables them to be kept informed about what their children enjoy doing and the care the childminder provides.

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It is not yet outstanding because

 There is more to do to encourage all parents to support and share information about their children's learning and development at home.  The childminder has not yet practised the evacuation procedure with all children, to help raise their awareness of what to do in the event of an emergency.

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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 activities in the main downstairs rooms.

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Inspection activities

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

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Inspection activities

 The inspector looked at the 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 spoken to at the inspection, and of those who recently completed questionnaires.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son in Washington. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll, all of whom 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 and family holidays. She is a member of the National Childminding Association.

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

 extend the methods for encouraging all parents to support and share information about their children's learning and development at home

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

 practise the emergency evacuation procedure with children to help raise their awareness of what to do in the event of an emergency.

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who attend

The childminder is an experienced and enthusiastic practitioner who clearly enjoys spending time with the children. She has a good knowledge and understanding of the learning and development requirements. Effective arrangements are in place to gather plenty of information from parents about their children before they start attending. For example, the childminder has detailed chats with parents when children first start, as well as gaining information from settings children previously attended. This enables her to assess children's starting points in learning and discuss them with parents. The childminder successfully plans for each child's future development by routinely observing and assessing their progress towards the early learning goals. She identifies their individual learning needs well and offers appropriate challenge and stimulation, so that children continue to make good individual progress.

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who attend

The childminder ensures activities are tailored towards children's interests. Children demonstrate positive attitudes towards learning and are very keen to participate in all the activities on offer. For example, some children are very interested in fish. The childminder builds on this interest by taking them to the local garden centre to see the different coloured fish and look at the various fish tanks. Children are constantly given meaningful praise and encouragement to 'have a go' and develop new skills. Consequently, older pre- school children develop skills, such as dressing and undressing themselves, writing their name and beginning to recognise words. The childminder also skilfully supports younger children when they are unsure or uncertain about trying new things. For example, when children are reluctant to play in the snow, she hold their hand and offers gentle reassurances and support so that they learn to enjoy walking, stamping their feet and

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who attend

looking at the patterns their footprints make.

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who attend

Parents are fully aware of and are pleased with the progress their children are making. They have agreed to allow new children further time to settle before the childminder completes the required progress check at age two. The childminder incorporates a good balance of adult-initiated and child-led experiences into the daily routine and supports children very well in their all-round development. Their communication skills are fostered well through a wide range of activities, including songs and rhymes, resulting in children becoming competent speakers and listeners. Even babies confidently join in with the actions to 'twinkle, twinkle, little star' and 'wind the bobbin up'. There is a very wide range of books made available to children, effectively nurturing their enjoyment of the written word. These include books the childminder has made containing photographs of children's families, friends, pets and favourite people, to help them develop their conversational skills

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who attend

Very good use is made of local community facilities to help children learn about the world they live in. For example, the childminder works closely with parents to find appropriate community groups and children's centre sessions to attend, to help develop children's social skills. Children also develop their physical skills as they successfully clamber on the large apparatus at the park, play with balls in the garden and delight in 'washing and polishing' the sit and ride cars. They actively involve the childminder and her family in making dens and building their own soft play area using cushions. Children are given good opportunities to explore a variety of materials, such as gloop, shredded paper and paint. Young children concentrate well as they stack plastic blocks, with the childminder successfully encouraging them to count to three and beyond. Consequently, children make good progress in all areas of their learning and are well prepared for the next stage of

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

Children have formed very good relationships with the childminder and her family. They benefit from consistent and sensitive routines that help them settle quickly and feel secure. The childminder is attentive towards children, carefully ensuring that they all receive one-to-one attention and good support. For example, as babies sleep, she spends extra time supporting older children's individual interests. As a result, all children are happy, content and secure. The childminder's home is very well-organised and welcoming. The playroom is particularly inviting with the childminder displaying children's artwork and photographs attractively on the walls and windows.

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

Children show a strong sense of belonging at the setting and eagerly show adults the photographs of their friends, with even very young children being able to recognise and name them. They grow in independence and show high levels of self-motivation as they confidently move around the childminder's home, indoors and outdoors, and help themselves to a wide variety of good quality toys and play materials. The childminder has recently reorganised her storage, labelling canvas toy boxes with photographs and words that explain their contents, so that even the youngest children are able to access items independently. The childminder effectively supports children in helping to keep themselves safe both in her home and when outside. Children are encouraged to follow simple rules in managing their safety, such as not running in the house in case they trip and fall. The childminder carefully explains to children why they need to be securely fastened into their

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

car seats and how they need to cross roads carefully and safely; reinforcing this learning on a daily basis. All necessary fire safety equipment is in place and regularly checked. The childminder has devised an evacuation plan to follow in the event of an emergency and there are a number of exits available. However, she has not yet practised these procedures with children to help raise their awareness of what to do in an emergency.

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

Children's good health is promoted well. They are learning good personal hygiene practices through consistent routines, explanations and role modelling. Children confidently join in with the 'rub, rub your hands to make the germs go away' song as they wash their hands. Daily use of the garden, walks in the local environment and use of parks means that children benefit from regular fresh air and exercise. For example, older children develop their skills as they enjoy fun activities in the garden, such as rolling the snow into large balls to make their own snowman, while babies have lots of space to enjoy practising their walking skills, indoors and outdoors. A wide range of healthy home- cooked meals and snacks are available, which meet children's nutritional needs. Children's individual dietary requirements are well met, with the childminder providing many vegetarian options. Parents are also able to provide children's meals and snacks if they

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

prefer, and children are given time to finish their packed lunches, on return from nursery.

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

Children behave well because they are constantly busy and enjoying their play. They receive lots of meaningful praise and encouragement for their achievements, which encourages their self-esteem and confidence. For example, children smile widely as the childminder praises them for successfully getting off the chair unaided. The childminder understands the importance of preparing children for their transition to other early years settings. She has made a start in this process by introducing children to toddler groups, where they meet other children and develop their social skills in a larger group.

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provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding and well-being needs of the children. She has completed safeguarding training. This enables her to have a secure understanding of child protection issues. Details of the relevant agencies to contact for support and advice are recorded alongside her policy and procedures. There is a detailed risk assessment in place and this is monitored to ensure safety is maintained at all times for the children. Other policies and procedures, records and documentation are well presented, easily accessible and reflect the childminder's efficient approach to her care of the children.

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provision

The childminder regularly reflects on and evaluates her practice and has made several improvements since registration, resulting in a positive impact on children's care and early education. These changes include reorganising the rooms she uses for childminding. Consequently, all children have more room to play and explore, with direct access to the outdoors. The childminder receives support from the local authority development officer and has attended a wide range of training, showing a good commitment to continually improving her already good service. She has a good overview and knowledge of the educational programmes, so she can monitor that all areas are covered within planning and assessment and identify any gaps in learning.

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provision

The relationships formed with parents are good. The children's learning journey files are shared with parents. and written information provides details of where their children are in relation to the expected development for their age. However, the childminder has not yet considered ways of ensuring all parents are consistently encouraged to share information about, and contribute to, their children's learning and development at home. Feedback from parents is very positive. For example, they say 'the care of our child is exceptional. It is friendly and based around her needs' and 'our child's personal development and motor skills have excelled and the childminder meets our child's dietary requirements outstandingly'. The childminder takes the children to community activities, such as play sessions at the children's centre, the park and local walks. She has regular contact with the nursery children attend. She speaks with staff and works in partnership with them to

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provision

support continuity and progression in children's learning and development.

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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 EY449843 Local authority Sunderland Inspection number 809888 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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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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