Childminder in Durham

Inspection date

Previous inspection date 08/02/2013 24/02/2009

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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

 The childminder's home is warm and welcoming and offers a safe and well-resourced environment for children to play and learn in.  Children learn to think deeply and solve problems because of the childminder's skilful questioning techniques that promote development in this area.  Children become independent learners because the childminder provides lots of choices, encourages them to develop self-help skills and help each other.

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It is not yet outstanding because

 Children's concentration and listening skills are not fully promoted. Children lose focus and become easily distracted because the television is on. Consequently, higher levels of learning do not always take place.  Some aspects of partnership working are not fully robust as the childminder has yet to build effective communication links with all the different settings that minded children attend.

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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 the childminder interacting with the children taking part in activities.  The inspector viewed the premises where children play, including the outdoor area.  The inspector discussed various aspects of policy and practice with the childminder.

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Inspection activities

 The inspector viewed the chilminder's self-evaluation form, policies and procedures, children's learning journeys and risk assessments.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in Framwellgate Moor, County Durham. She uses the whole ground floor of the house and the rear garden for childminding.

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Information about the setting

The childminder attends local playgroups. She visits the local shops and park on a regular basis and takes children on outings. 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, one of whom is in the early years age group who attends for a variety of sessions. The childminder operates all year round from 6am until 10.30pm 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:

 ensure that background noise and distractions are kept to a minimum, for example, use music, radio and television briefly only for particular purposes, so that good listening skills are adopted and children's concentration levels are enhanced

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

 strengthen partnership working by ensuring there are robust communication links with the other settings minded children attend, so that children fully benefit from a shared understanding and common approach to supporting their progress.

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who attend

The programme of activities that the childminder provides is wide and varied. This is because she has a good knowledge and understanding of the seven areas of learning and development, meaning that children benefit through exciting and stimulating experiences. The information provided by parents and carers when children first start at the setting helps the childminder to monitor children's progress. Observations are completed and children's next steps are planned, for example, a trip to the park to explore the environment and identify autumnal leaves leads to children making collages and bird feeders. Assessments on children are completed on a monthly basis, clearly showing where children are in their learning and development. The childminder therefore demonstrates that children make good progress relating to their starting points.

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who attend

The children learn to develop their thinking skills and begin to solve problems through the childminder's skilful questioning techniques. She has high expectations of children, and activities, such as sewing, help them to develop their concentration, physical skills and hand-eye coordination. However, the television is on in the background, causing distraction to children, which means their concentration is frequently broken and strategies to encourage listening skills are not fully promoted. The childminder encourages children to talk about what they are doing as they play. For example, they count how many ducks are in the pond and talk about needing boots in the muddy field and near the pond. This helps children develop their communication and language skills and early mathematical skills. The childminder suggests to children ways of finding things out, for example, 'I know where we can find the answer' when trying to find the name of a

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who attend

particular toy animal. Children are therefore encouraged to explore different methods of solving problems.

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who attend

Children are supported in developing their imagination as they are encouraged to make up and tell their own story. Children's early literacy skills are supported as they read books with the childminder. They draw pictures and count the legs on the octopus, talking about what it does and where it lives. This helps children relate their drawings and mark making to real objects, promoting understanding of the world and writing for a purpose. The childminder supports children in their personal, social and emotional development as she encourages them to take off their own coats, wipe the table and set it for lunch. Children are happy to help, demonstrating confidence and self-assurance, which helps prepare them for further learning experiences in the future, for example, in school.

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who attend

Parents are fully informed about the activities and experiences that their children do. They are invited to view their children's files at any time, meaning they remain fully involved in their children's care and learning and are fully informed about the progress they make. Information about what children do at home, such as trips to the museum, inform the childminder of activities to enhance children's learning in the setting.

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

Children are happy and content with the childminder and strong attachments are demonstrated between them as they sing, play and chat. This supports children's well- being, promoting trusting and confident relationships. The wide variety of stimulating resources, both in and outdoors, are organised effectively so that all children can independently choose activities that meet their needs and interests. Children's behaviour is generally well managed. The childminder encourages them to put things away and help to wash and set tables before eating. However, she is less effective in discouraging children from watching the television for long periods, which means constant background noise and visual disturbance adversely affects their concentration levels.

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

Children learn to help each other in the setting. Older children are very supportive of younger ones and help them to complete tasks. For example, they support each other in making bird feeders. Children learn to manage risk through instruction from the childminder about road safety and stranger awareness. Safety gates ensure younger children can explore the ground floor safely and confidently. Children are encouraged to adopt healthy lifestyles through healthy eating and exercise. The outdoor area is spacious and provides a variety of surfaces for children to play. They ride cars and trucks on the paved area, explore and develop their imagination in the playhouse and dig in the soil and shingle. Children visit parks and other play areas regularly, meaning they experience other outdoor environments that are safe and stimulating. Visits to local shops and businesses mean children meet other members of the community, enhancing their learning

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

opportunities. Children talk with the childminder about the healthy options when buying groceries. Children learn good hygiene habits as they wash their hands before eating. They help prepare their meals and are given a choice of which vegetables to have with their meal. This supports children's independence, while ensuring that they learn about choosing healthy options that suit their needs.

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

Children attending playgroups, other settings and schools do so quite happily and confidently, as the childminder drops them off and collects them. The childminder works in partnership with some of the other settings that children attend in order to ensure that important information about children's learning and development is shared. However, this work has not been fully extended to include all the practitioners who are involved with minded children. As a result, there is more to do to strengthen communication links with some partners.

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provision

The childminder has a good understanding of the revised Early Years Foundation Stage and how children learn best. She updates her training regularly through professional development opportunities. This ensures her knowledge base is current so that she can support and enhance children's learning appropriately. As a result, children are seen to make good progress in the prime and specific areas of their development. Observations and assessments are clear and precise, meaning that activities are planned to suit children's individual needs and interests. Monitoring of observations and assessments is effective through use of an audit tool. This ensures that any gaps in learning are identified and interventions sought if necessary. Strategies to motivate children to listen and concentrate are not effectively used, meaning children do not always focus on what they are doing. This means that higher levels of play and learning are lost.

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provision

The childminder fully understands her responsibilities of the safeguarding and welfare requirements of the revised Early Years Foundation Stage. Children are kept safe because daily checks and completed risk assessments ensure the environment is safe and secure. Fire drills take place regularly and all visitors are asked to read the fire evacuation plan when they arrive at the setting. This ensures the safe and effective evacuation of the building in the event of a fire. A full set of comprehensive policies and procedures are secure and well embedded, showing that there is safe and efficient management of the provision. The childminder's training in child protection procedures, alongside a robust safeguarding policy, ensures that children are successfully protected from harm. She is registered with the Food Standards Agency and ensures that good health and hygiene is promoted at all times.

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provision

The childminder constantly reflects on her provision. She is aware of her strengths and has ideas for developing her provision further. She asks children about their likes and dislikes and asks for their ideas with regard to developing activities, experiences and opportunities. She speaks to parents on a daily basis and has developed a questionnaire for them to complete to help inform her of areas to develop further. She completes a self- evaluation document and updates this every three months. This helps her to identify areas to develop and ensures she is providing a high quality environment for the children to play and learn in. The partnership with parents is good because parents and carers are always made to feel welcome. At the very beginning of the partnership, the childminder thoroughly explains how she operates and ensures they fully understand the policies and procedures. She obtains a clear picture of the children's needs and explains to parents

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provision

why this is necessary. Her partnerships with other settings are not as well established, meaning information about children's learning is not shared effectively. Although the childminder currently has no children attending with special educational needs and/or disabilities, she shows a secure understanding of the importance of discussing children's needs firstly with parents and carers and how she can access services.

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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 EY243809 Local authority Durham Inspection number 819670 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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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. 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

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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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