Childminder in North Tyneside

Inspection date

Previous inspection date 20/02/2013 16/12/2008

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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 uses observation and assessment to effectively identify where children are in their learning. She uses information gathered to plan successfully for the next steps in children's learning, helping them to make good all-round progress.  The childminder and children chatter constantly. They enjoy favourite books together and attend regular story times at the local library. As a result, children's communication and language and listening skills are promoted well.  The childminder knows the children very well and provides them with a safe, loving and nurturing environment. This means each child's needs are well met.  The childminder establishes effective partnerships with parents, sharing information about the setting and their children's learning and this helps to keep them fully informed and involved.

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It is not yet outstanding because

 The opportunities for children to make more use of the outdoor area to develop their understanding of the natural world and how things grow are not fully explored.

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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 made observations of the children while they were engaged in activities in the lounge and playroom.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Inspection activities

 The inspector spoke to the childminder at different times, taking into account the needs of the children.

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Inspection activities

 The inspector took account of parents' views, through written documentation and the information from the settings self-evaluation.

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Information about the setting

The childminder has been registered since 1997 on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She lives with her husband and two grown up sons in a residential area of Killingworth, North Tyneside. The property is within walking distance to local amenities, including schools, toddler groups and library. Children have access to the lounge, playroom, kitchen and first floor bathroom. There is an enclosed rear garden for outdoor play. There are nine children currently on roll, of whom four are in the early years age group. The childminder operates all year round, Monday to Friday from 7.30am to 6pm except for family holidays.

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

 provide children with further opportunities to learn about the natural environment, for example, by providing opportunities for children to plant seeds and grow vegetables.

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who attend

The childminder demonstrates a good understanding of how to promote children's learning and development. She skilfully helps children to make progress through providing them with interesting and appropriately challenging play experiences. At the beginning of children's placements she gains information from the parents about their individual starting points. This enables her to build on their current achievements. The regular observations she carries out are used effectively to plan the next steps in children's learning and development. Her observations are shared with parents who, as a result, understand their children's achievements and what they enjoy doing day-by-day. The childminder completes the progress check at age two with parents. This ensures that they both have a good knowledge of children's personal, social and emotional development, communication and language development and physical development.

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who attend

Children develop good communication skills as the childminder actively encourages and participates in conversations with them. Discussion, started by the children, is encouraged by the childminder, to help them make links between their home life and the childminder's setting. For example, they talk about the child's family pet and that mummy and daddy are at work. Effective use is made of the local area giving children a breadth of opportunities. An example of this is when they visit the local library where they are able to listen to stories being read by the librarian and borrow books to take home. Children have the time to freely explore, and they enjoy choosing toys and activities that they like. The opportunities for children to enrich their creativity are good. For example, they enjoy painting, making face masks and using items such as leaves they have collected to make collages. They manipulate play dough and use a range of tools, such as rolling pins and

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who attend

shape cutters to help mould the dough into different shapes. Children's understanding of the world and diversity is fostered appropriately as they explore and observe features of the local environment. They learn about differences in society and take part in cooking and craft activities linked to different festivals and celebrations, such as Chinese New Year. Children show an interest in technology and knowledge of how things work as they press buttons on interactive toys to make different sounds. Children enjoy outdoor play, where they practise their large movements through running and playing on large toys. However, there is scope to develop the use of the outdoor area further, to enhance their understanding of the natural world and how things grow. Playing with toys that fit together, such as shape sorters and puzzles, encourages young children to problem solve and they learn about numbers as the childminder counts

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who attend

to them as part of their everyday experiences. This effectively promotes their mathematical skills.

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who attend

The childminder encourages parents to be involved in their children's learning and to recognise the benefits of being actively engaged in their children's play. She highlights activities their children have enjoyed with her, so they can provide similar experiences at home. She also invites them to take home the books they have borrowed from the library so they can share the stories they have enjoyed with the childminder. Children are well prepared for their transition to school. This is because the childminder encourages children to become independent and learn skills for the future, such as practising putting on coats and shoes and using the bathroom without support.

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

The childminder provides a comfortable and relaxed environment, where children are happy and clearly feel secure. The care with which the children are nurtured ensures that warm supportive relationships are established with the childminder. This fosters their emotional well-being. Children move around the home with confidence knowing the childminder is close by to support and guide them. Children make independent choices in their play, as resources are stored at low level. As a result, children have the freedom and readily instigate their own play. The childminder works closely with parents. She finds ways to put parents at ease, particularly when children first start attending. Daily chats ensure that important information about children and their family lifestyle is shared to support children's continuity of care.

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

Children have good opportunities to socialise with others as the childminder takes them to local toddler groups. This helps to develop their understanding of the need to share, take turns and play as well as preparing them for different transition in their life, such as nursery. The childminder has good relationships with the local school. She readily accompanies children's on their initial visit to their new setting to help provide reassurance and a sense of security. As a result, the transition from the childminder's care to school is highly effective. The childminder is a good role model, who teaches the children about kindness and respect through praise and the positive example she sets. She adopts various ways to celebrate children's achievements, for example by using stickers and certificates. This helps to raise children's self-esteem and confidence. Children are offered healthy packed lunches which are provided by their parents. This is

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

supplemented by regular drinks and healthy snacks provided by the childminder. The childminder promotes children's personal hygiene practices well. This includes hand washing and covering their mouths when they sneeze to stop the spread of germs. The regular opportunities for outdoor play, coupled with the variety of trips out, supports children to have a positive attitude to exercise. This enables them to benefit from fresh air and further promotes their good health. The home is effectively risk-assessed indoors and outdoors, ensuring that the children can explore the home environment safely. Children feel safe because the childminder helps them to learn about safety issues through simple explanations and routines. They learn the importance of holding the banister when using the stairs and putting the toys away after use. They practise road safety daily and the fire evacuation procedure at regular intervals. This helps them learn well about risks and how

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provision

The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage framework. Effective systems are in place to monitor each child's progress. As a result, the childminder is able to plan activities which support and challenge children's interests and learning. The childminder successfully implements the safeguarding and welfare requirements. For example, she has a clear understanding of how to protect children and whom to contact if any concerns arise about a child. Regular risk assessments both indoors and out, minimise the chance of accidental injury effectively.

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provision

Relationships with parents are well established. The childminder provides parents with an information booklet which outlines her policies and procedures and provides useful information about herself and her family. She has an active interest in parents' views about their child. She provides written information in the child's daily diary and observation notes so that the childminder and parents work together for the benefit of the child. The many 'thank you' cards and positive comments from parents help to demonstrate their satisfaction with the service that is offered. The childminder has established good links with other settings that children attend. This means that she can effectively promote consistency in their experiences.

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provision

The childminder is enthusiastic about her work with the children and demonstrates an encouraging attitude to raising standards. She has addressed the action and the recommendations from her previous inspection; fire drills and emergency evacuation practices are carried out regularly, and she has undertaken first aid training. She has completed a self-evaluation form and incorporated parents' and children's views within it. This has helped her to focus more clearly on each aspect of her childminding. She also uses the views of other childminders to help with this. For example, they work together to reflect on the Early Years Foundation Stage framework and to revise their policies and procedures in line with this. The childminder enjoys the challenge of training, using the knowledge to develop her practice. For example, as a result of attending training in the progress check at age two she has devised an effective format that she has used and

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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 310047 Local authority North Tyneside Inspection number 818870 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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