Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 24/01/2013 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

 Children play in a very welcoming and homely environment where they are happy, safe and settled. They have secure relationships with the childminder as she is calm, caring and attentive therefore children are very self-assured.  The childminder supports children's learning very well as she plans activities to meet their individual needs and interests. She provides a good mix of child-initiated play and adult-led activities, such as water play and simple experiments, that engage children in active learning experiences.  Children are very animated and excited during their creative activities. This promotes and develops their language skills and shows that they learn and achieve well through play.

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It is not yet outstanding because

 The childminder has not yet firmly established ways in which to encourage parents to share their comments, in children's 'learning journeys' or daily diaries, to show how they have an effective input into their children's ongoing learning.  Children are not encouraged to help tidy away toys before getting other items out, to prevent the floor area becoming cluttered, which can hinder their free movements.

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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 children's activities in the lounge, the kitchen and viewed the premises and equipment.  The inspector viewed the childminder's self-evaluation prior to the inspection.

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Inspection activities

 The inspector held discussions with the childminder throughout the inspection and spoke to children.

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Inspection activities

 The inspector looked at children's 'learning journeys' and their daily diaries, parents questionnaires and checked a sample of the childminder's policies and other information.

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Information about the setting

The childminder was registered in January 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged four years, in a house in Brunswick Village, Newcastle upon Tyne. The childminder attends toddler groups and activities at the local children's centre. She collects children from the local nurseries and pre-schools.

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Information about the setting

There are currently six 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 7.30am to 6.30pm, Monday to Friday. She is a member of the National Childminding Association and holds a relevant foundation degree in children and young person's care.

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

 consider further ways to involve parents in their children's learning, such as by encouraging them to share their comments in the children's 'learning journeys' or daily diaries

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

 ensure the floor space is clear and suitable for children's unpredictable movements by encouraging them to help tidy away toys before getting other items out, to prevent it becoming cluttered.

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who attend

The childminder uses the Early Years Foundation Stage very well. She uses her observations on children to help her establish their starting points as they settle into the provision. Once established she builds on their strengths and plans activities and learning opportunities according to their interests and individual learning needs. For example, to extend children's language development further she introduces easy letter sounds and uses print in the environment to encourage their literacy skills. From her observations she makes individual plans to extend children's learning through play and interesting activities. For example, she is aware that most of the pre-school boys attending do not spontaneously like to be creative, so she plans activities and themes that ignite their enthusiasm. They recently took part in 'pirate week' where they dressed up, hunted for treasure and stained paper with cold coffee to make 'old' maps, so helping to develop

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who attend

The childminder displays her planning and some of the children's photographs and activities so parents can easily see what their children have been involved in, so engaging them in their children's learning. She differentiates her planning for older and younger children, so that activities are matched to their age and stage of development. She also uses children's individual 'learning journey' files effectively, as she displays photographs and documents observations to note what children have achieved and what their next steps in learning need to be. She also uses a good tracker system that helps her to monitor children's progress over time. This helps her to gauge if children are demonstrating typical development for their age, so that she can identify any gaps in their learning and target specific help where needed. This ensures that they are ready for the next stage in their learning, such as school or pre-school.

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who attend

Toddlers enjoy being with the childminder. They eagerly explore the environment and toys and begin to represent real life situations as they play with the doll and buggy. They put the doll into the buggy, strap it in and then raise their arms stating 'where's the bag?' They look for this, hook it onto the back of the buggy, attach the straps together and push this around confidently. They concentrate well and repeat actions as they take out and put back all the blocks from the tub. Children are involved in a good mix of adult-led and child-initiated play as the childminder plans her days very well. For example, she plans fun experiments with the older pre-school children, as they explore the ice as it melts and find out how magnets work. Toddlers also take part in interesting activities that meet their developmental needs and follow their interests. For example, they thoroughly enjoy the planned water play session. They become more animated, vocal and noisy as they

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who attend

demonstrate delight as they pour from various sized vessels and scoop up the water. They pick up shiny items that catch their eye and aim to catch the fish with the magnetic fishing rod. This well-planned activity fully supports children in the three prime areas of learning. The childminder is attentive and supportive. She helps children to handle and use small items and talks to them about what they are doing, which reinforces their language skills well. She provides a fully inclusive environment. If pre-school children become frustrated with younger children she explains that babies are just learning and they think of ways to include everyone. Toys and equipment are diverse and the children celebrate different festivals and events; for example they celebrate Australia day, which helps children learn about differences and the world around them.

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

Children play in a warm, welcoming, homely environment and they have easy access to the toys and equipment. Therefore, they help themselves to resources that interest them from low-level shelving and boxes. However, the floor area becomes cluttered quickly as children are not encouraged to help tidy away their toys before getting other items out. Although this does not hinder their play, it limits the space available and can pose a tripping hazard due to toddlers unpredictable movements. The childminder uses safety equipment well, such as child safety gates and children are strapped into seating when they sit up at the large table for meals. The childminder follows the children's own care and personal routines, therefore they have naps when they need them. She provides a lovely cosy corner with accessible books and cushions, so that children can relax and rest as needed.

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

The childminder manages children's behaviour very well. She is well aware of how toddlers can behave as they learn to accept others in line with their stage of development and understanding. For example, she offers verbal reminders and gestures about sharing and taking turns, so that children begin to understand what is right and wrong. She provides small group activities, such as song time and playing with musical instruments, to help them understand the concept of sharing and how to work together, which fully promotes their personal, social and emotional development. Children respond well to the 'remember' posters, which are displayed on the wall at child height, as she uses these to remind children of what is acceptable. She keeps children fully occupied and engaged to prevent them from becoming frustrated; for example, after they engage in child-initiated play in the living room she takes the children to the kitchen for an adult-led water play activity.

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

The childminder provides a varied, healthy menu for the children and their drinks are readily available, which ensures that their nutritional needs are well met to promote their good health. Children develop their physical skills well as they take part in a range of activities at toddler groups, soft play sessions and when on outings. They play in the garden, use small tools and scissors to further develop these skills. The childminder recognises children's different needs and personalities. She provides lots of cuddles and reassurance to children that need it. They relate well to her, demonstrating close relationships as they seek her out and sit on her knee, which shows they feel secure and loved. The childminder effectively helps children and parents to cope with the transition from home to setting. She offers settling in sessions, which are tailored to the child's individual needs and she provides regular reassurance to parents if they feel anxious

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

about leaving their child. For example, as well as verbal information she sends picture text messages through the day to show parents how their children are happy during play and have settled in.

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provision

The childminder has a good understanding of the requirements of the 'Statutory Framework for the Early Years Foundation Stage'. She uses this in practice to fully promote children's welfare, learning and development. Her knowledge of child development and children's interests is very good, therefore she plans activities with each individual child in mind. She has completed all the required childminder training and is pro-active in developing her own knowledge and understanding further; for example, she attends courses that are relevant, such as 'Children with autism.'

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provision

The childminder has completed the Ofsted self-evaluation form. This gives a true reflection of her practice, what she does well and identifies her priorities for improvement. This shows that she has a good capacity to improve further to develop her service to benefit of the children. The childminder is aware of the importance of working closely with parents and outside agencies as necessary to support children fully. She exchanges regular information with teachers for children who attend other early years settings and receives copies of their planning to help her provide continuity for children's learning.

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provision

The childminder has a good understanding of safeguarding children and keeping children safe. She is aware of what to do if she has any concerns about a child's care or welfare and has a good written policy and all the contact numbers she needs should she need advice or need to make a referral. The childminder has recently appointed an assistant and she is aware that she needs to have her fully vetted through Ofsted before she can be left alone with the children. This means that children are well protected. She has good written risk assessments and ensures she minimises risks before undertaking specific activities, such as water play. For example, she places towels underneath the water trough so that children cannot slip and provides close supervision.

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provision

The childminder builds positive relationships with parents. She finds out all she can about children before they start at the setting, so that she can tailor their care to meet their individual routines and needs. She gives parents regular verbal feedback as well as written daily information. Some information is exchanged on children's learning and development and good 'learning journey' files are in place. However, the childminder is still exploring ways in which to encourage parents to share their views further, and to contribute to their children's 'learning journeys' or daily diaries. For example, to show what they enjoy doing at home or if the parents have noticed any new developments in their learning. Parents are very pleased with the setting and comments on questionnaires include, 'I am very happy with the childcare service,' and parents cannot suggest any ways in which the setting could be improved.

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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 EY436023 Local authority Newcastle Inspection number 805367 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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