Childminder in South Tyneside

Inspection date

Previous inspection date 23/01/2013 27/01/2009

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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 learn and develop as expected for their age and stage of development because the childminder has a very good understanding of how children develop and learn and she has good knowledge of the Early Years Foundation Stage.  Children show they feel safe in the childminder's care. They have strong bonds with the childminder as she is very caring and sensitive. This means that children are confident learners and behave well.  Partnerships with parents and external agencies are very good as they support the child's individual well-being and learning and development needs.  Learning opportunities offered by the childminder match children's individual needs as she knows the children very well.

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It is not yet outstanding because

 There is room to extend children's understanding that print carries meaning by, for example, labelling toy boxes and other familiar objects.

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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 playroom of the childminder's house.

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Inspection activities

 The inspector looked at children's assessment records, the childminder's self- evaluation form, a broad range of comprehensive policies and procedures, evidence of the childminder's qualifications and up-to-date and relevant training certificates.

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Inspection activities

 The inspector also took into account opinions from parents by comments they had written in their children's learning journeys.

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Inspection activities

 The inspector carried out a question and answer style interview with the childminder during the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and nine years in a house in Westoe, South Shields, and uses the front garden and the whole of the ground floor, except the master bedroom, for childminding. The childminder attends the local children's centre and parent and toddler groups. She visits the local 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 seven children on roll, of these three are in the early years age group who attend for a variety of sessions, and four are school-aged children, who attend before and after school. She provides care all year round from 7.30am to 6pm, Monday to Friday for 48 weeks of the year.

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

 enhance children's understanding that words have real meaning by using signs and labels, that combine pictures and words, to name everyday resources and household objects.

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who attend

Children show that they feel safe and well supported by the childminder. They are able to explore freely and confidently in the childminder's home; initiating their own play and showing interest in the selection of toys available. The childminder is confident with regard to child development as she knows the children well and can describe where they are in their age and stage of development by purposefully using guidance, such as 'Development Matters in the Early Years Foundation Stage'.

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who attend

Planning is effective for each child. The childminder is aware of how children learn through their interests, and so adapts activities to meet each child's needs. For example, when a child is more interested in counting objects in the book, rather than listening to the story, the childminder follows the child's lead and builds on this interest. This has a positive impact on children's progress because learning is fun and children feel valued and listened to.

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who attend

Children benefit from a wide range of experiences, such as helping to put together an ant farm; reflecting their interest in animals and insects. Outdoor activities include caring for plants and flowers and making snowmen. The childminder makes good use of external activities, for example, visits to the local children's centre, library and local playgroups. This helps children become more confident in different surroundings and encouraged them to develop relationships with other children in group situations. This prepares children well for school.

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who attend

Children enjoy pretend play, particularly with dolls. They show high levels of concentration with their chosen activity. For example, as they keep trying to put the doll's dummy in, wrapping it in a blanket and counting its toes. Children are happy with their achievement and include the childminder in sharing this special moment. Children ask questions to which the childminder is skilful in answering, and she supports these conversations by giving children time to think before they speak. They choose books for the childminder to read to them, and children's communication and language skills are supported well through everyday interactions. Children are beginning to understand that words have real meaning, although, there is room to support this further by using signs and labels to name familiar things, such as toy boxes and other household objects.

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who attend

The childminder effectively plans for the next steps in children's learning and has clear assessment procedures and documentation in place. She has reviewed all children's development and has successfully completed the required progress check for those, who are aged between two and three years, and discussed this with their parents, so that they have a precise picture of where children are in relation to their age and stage of development.

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

The childminder's home is welcoming and well organised and there are a good selection of toys and resources, which children can access easily. The childminder is a very good role model, with a positive and caring manner. She sets boundaries for children's behaviour and supports this with clear explanations. For example, she tells the children to be careful, reminding them if they climb on the settee, they might fall. Children respond very well to these gentle reminders.

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

The childminder has a very positive attitude towards healthy eating. There are posters of fruit and vegetables displayed at child-height and children are involved in menu planning each week. Children choose what they would like to eat, for example, chicken and vegetable omelette with broccoli or homemade vegetable soup. This actively encourages children to eat healthily and supports them to make well-informed choices. There are trips to the supermarket, where children can choose their own fruit to taste, hold and smell. Back at the setting, the childminder arranges activities to extend this learning by encouraging children to cut up the fruit and taste it. This shows that the childminder has a very good knowledge of how to support children's learning and development by being imaginative and creative in her approach.

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

The childminder has strong bonds with children, who have attended some length of time and good bonds are developing with new children. This is apparent as the new child responds to cuddles and being close to the childminder. The childminder prepares children well for transitions to school and pre-school. She does this by talking to the children about what it will be like and supports them to choose books from the library about school. The childminder liaises with pre-school staff and school teachers, sharing information and ensuring that there is a consistent approach to supporting children.

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provision

The childminder is knowledgeable and well informed about the children in her care. This is due to the detailed information gathered from parents when children start with her. This has a very positive impact on how well children settle and bond with the childminder. The childminder has effective procedures in place to talk to and share information with parents on a daily basis. They are also kept well informed about such things as menus, policies and procedures and information about the Early Years Foundation Stage.

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provision

The childminder holds a childcare qualification to level 3 and has attended various training courses, such as, safeguarding, first aid and food hygiene, to extend her knowledge. She demonstrates a firm commitment to improving what she does and has plans in place to improve her qualifications further. She monitors children's progress by reflecting on their individual assessment records and gains parents' views and comments, in order to reflect on and develop her practice.

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provision

Safeguarding arrangements are very good, and the childminder has policies and procedures in place to fully support the children's well-being and safety. For example, the childminder has accident forms, medication policy and forms, registers for children are all completed, and emergency contacts are in every child's file. There are very clear policies in place, such as, a safeguarding policy, risk assessments, information about the local authority safeguarding team and other child protection details and contact numbers. The childminder is very familiar with the Early Years Foundation Stage and other documentation.

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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 EY379236 Local authority South Tyneside Inspection number 821503 Type of provision Childminder Registration category Childminder Age range of children 0 - 12 Total number of places 0 Number of children on roll 7

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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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