Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 31/01/2013 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 carefully helps children to settle into her setting. Children benefit from this as they develop warm, caring relationships with the childminder, helping them to feel settled, included and secure.  The childminder provides an interesting and exciting environment, with children having easy access to a wide variety of toys and activities both inside and outdoors. Consequently, children are happy, highly motivated and are making good progress in their learning and development.  Good partnerships are formed with parents and a wealth of information is shared. Consequently, parents are well informed about what their children enjoy doing and the care the childminder provides, receiving many ideas about what they can do at home.  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.

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It is not yet outstanding because

 Displays and books do not yet include photographs of children's, families, friends, pets and favourite people to further promote children's conversations.  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 the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the children's learning journeys, daily diary sheets, the childminder's self-evaluation document, a selection of policies and children's records.

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Inspection activities

 The inspector also took account of the views of parents in letters and a text message provided for the inspection.

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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 two children aged nine and 14 years in Redcar, Cleveland. The whole of the ground floor and the rear garden are used for childminding. The childminder employs her mother and her husband as assistants. The family has two dogs as pets. 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 five children on roll, four 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 for 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:

 share photograph's of children's, families, friends, pets and favourite people to further promote their conversations

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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 a highly experienced and organised practitioner, who clearly appreciates spending time with the children. She has a very good knowledge of the learning and development requirements and a clear understanding of how young children learn and develop. Effective arrangements are in place to gather plenty of information from parents about their children, before they start attending. For example, parents complete a detailed 'All about me booklet' for their children. From this information, the childminder ensures that activities and toys are made available based on the children's interests. For example, children are developing an interest in trains, so as well as having easy access to the train track and books about trains, the childminder is planning an outing to visit the station and go on a train ride. The childminder undertakes regular observations of the children and uses this information, along with the guidance in

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who attend

'Development Matters in the Early Years Foundation Stage', to assess where they are in their learning and plan for their individual next steps. This supports children to make good progress in their learning and development, ensuring that they receive appropriate challenge. Children demonstrate positive attitudes towards learning and are very keen to participate in all the activities on offer. For example, children are constantly given meaningful praise and encouragement to have 'a go' and develop new skills. The childminder often models what to do to help children develop in confidence. Consequently, older children are developing their skills, such as using scissors correctly, writing the first letter of their name and are beginning to recognise their name. Parents are fully aware of and are pleased with the progress their children are making. They are using the information about activities that the childminder shares with them, in order to continue their child's learning

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who attend

and enjoyment at home. This means that parents are able to engage well in their children's development. For example, parents work with the childminder to help children make different animal sounds and develop their counting skills.

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who attend

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 competent speakers and listeners. There is a very wide range of fact and fiction books made easily available to children, effectively nurturing their enjoyment of books. Children enjoy listening to stories snuggling up on the childminder's knee. They eagerly help to collect items, such as, binoculars, a camera and map bag, so their bear can go on a hunt. The childminder displays photographs of herself, her family and pets and children confidently point to these and name the familiar adults. However, displays and books do not yet include photographs of children's, families, friends, pets and favourite people to help them develop their conversational skills further. Children

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who attend

thoroughly enjoy weekly baking sessions often taking their creations home.

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who attend

Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder takes children to a local church, where they can enjoy a drink and look at the toys on sale in the shop. They have weekly trips to the library to choose books. Children also attend a weekly session in the local children's centre sessions to help develop their social skills. They also develop their physical skills as they successfully clamber on the large apparatus in the garden and at local parks. As a result, they are developing in confidence and self-esteem. Consequently, children make good progress in all areas of their learning and are well prepared for the next stage of learning or for school.

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

The childminder interacts with children in a warm and friendly manner and knows each child well. Children benefit from regular and sensitive routines that help them to settle quickly and feel secure. As a result, they have formed very good relationships with the childminder and her family. The childminder is attentive towards children, carefully ensuring that they all receive good support. For example, she displays a pictorial timetable for the day and shares it with children, so that they can clearly see what happens next. As a result, children are happy, content and secure. The childminder's home is very well organised and welcoming. Children benefit from the use of a large conservatory, which has been converted into a playroom, with separate sleep and changing areas. Children grow in independence and show high levels of self-motivation as they confidently move around the childminder's home, inside and outdoors and help themselves to a wide

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

variety of good quality toys and play materials. Resources are easily accessible and attractively presented. Children know that their wellington boots are by the conservatory door, so that they can access outdoors whenever they want. 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. For example, they know not to run the house in case they trip and fall and that scissors can be dangerous if they do not handle them correctly. The childminder carefully explains to children 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 she clearly displays this. However, she has not yet practised these procedures with all of the children to help

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

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. For example, babies willingly allow the childminder to wipe their noses and older children know to put their hand over their mouth when they cough. 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, children develop their skills as they enjoy fun activities in the garden, such as pouring water down the drain pipes and digging the soil and planting vegetables, successfully growing their own carrots. A wide range of healthy home-cooked meals and snacks, which meet children's nutritional needs are available. The childminder provides good information for parents about what children are eating. Drinking water and fruit are readily available, with the childminder gently explaining to children the

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

importance of drinking water and milk, rather than juice.

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

Children behave well because they are well occupied and enjoy 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 catching the butterflies in the elephant game. The childminder understands the importance of preparing children for their transition to other early years settings. For example, even babies are encouraged to try and dress themselves, children attend toddler groups to develop their social skills in a larger group and the childminder shares books with them about starting school and nursery.

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provision

The childminder is familiar with the revised Early Years Foundation Stage learning and development requirements. For example, she monitors the educational programmes to ensure all areas of learning are covered and that they provide appropriate challenge for children. She evaluates children's enjoyment of activities and uses this information to help with future planning, fully involving parents in this process. For example, they work together to give babies opportunities to learn how to safely climb stairs. The childminder has a good understanding of safeguarding children and is aware of what to do if she has any concerns about a child's welfare and has good procedures in place should there be any allegations against her or other adults in the household. This means that children are well protected. The childminder has all the relevant documentation and a comprehensive written child protection policy in place, which she shares with parents to

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provision

underpin her practice. She manages risks well as she keeps her written risk assessment up to date and reviews this regularly depending on different situations. For example, during the recent high winds the fence blew down in the childminder's garden, so she put additional safety measures in place. She provides a secure environment, checks any visitors' identification carefully and uses safety equipment appropriately, such as, socket covers, safety gates and fireguards. All adults, who have access to children have been suitably vetted. This ensures that children play in a safe environment.

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provision

The childminder is keen to maintain continuous improvement. For example, she researches the internet, reads childcare publications and attends local authority training. She is an active member of the local childminders' group and regularly shares good practice with others at these meetings. The childminder has completed the Ofsted self- evaluation document and uses parents' and children's views and contributions in this to further develop and improve her practice.

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provision

The childminder has very good relationships with the parents and they share what they know about their children on a regular basis. They talk to her about what children do at home. She also provides daily written diary sheets for children, which contains relevant information, such as nap times, what they have had to eat and some information on what they have been doing. This helps her to track and monitor their welfare. Parents have easy access to their children's learning journals, as well as informative notices about the Early Years Foundation Stage and the different areas of learning. Comments from parents are highly positive about the care children receive. They state their children are 'making good progress, particularly in personal social and emotional development', that it is 'lovely to look at their personal development folders' and the childminder provides a 'caring, nurturing learning environment that encourages positive relationships and inspires early

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provision

development'. There are currently no children in the early years age group, who attend other settings. However, the childminder is fully aware of the importance of sharing and exchanging relevant information to ensure continuity in children's learning.

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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 EY450805 Local authority Redcar & Cleveland Inspection number 881117 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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