Childminder in Durham

Inspection date

Previous inspection date 12/11/2012 09/07/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder has a warm relationship with the children. As a result they are happy and content in her care.  The childminder engages appropriately with other settings such as the nursery at the school. Thus providing some consistency in children's learning.  The childminder has established positive relationships with parents who speak highly about the care and support they and their children receive from her.

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It is not yet good because

 The childminder is not effectively using her observations to identify and plan appropriate and challenging activities to fully support children's next steps in the prime and specific areas.  The childminder does not regularly maintain records relating to accidents that children have in her care.  The childminder's use of self-evaluation as a tool to help identify and target areas for improvement is not yet sufficiently developed to bring about improvement in children's learning experiences.  Occasionally activities do not offer sufficient challenge to maximise learning for all children.

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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 living room.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's progress records and a section of records and policies and procedures.

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Inspection activities

 The inspector took account of a parent's written references presented to her on the day of the inspection.

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Information about the setting

The childminder has been registered since 1988. She lives with her husband in Burnopfield, a semi-rural village situated on the boundary of Gateshead and Durham. Local facilities include shops, school and green areas. Children have access to the whole of the ground floor and enclosed front and rear gardens. The family has a dog. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently has three children on roll in the early years age group.

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must:

 improve the planning of challenging and enjoyable learning experiences across the seven areas of learning and development by taking into account the individual needs, interest and stages of development of each child and use this information to identify the next steps in their learning  keep a written record of all accidents or injuries and any first aid treatment that is given.

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

 develop the use of self-evaluation as a tool to identify priorities for improvement in the provision for children's learning, and implement plans for how these will be achieved

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who attend

The childminder has a basic knowledge of the Early Years Foundation Stage. She knows the children well however, she works with them instinctively and is not always clear about why she does certain things or its impact on children's learning. She has begun to record her observations of the children. However, she is not yet using the information to help her assess and track children's development and to help identify the next steps in their learning. As a result, the range of activities provided does not always provide sufficient differentiation to help all children make the best possible progress, because there is too little account of what each child already knows and can do. Nevertheless, the childminder is working with the local authority development officer to develop and improve this further.

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who attend

There is a suitable range of resources and activities available for children however, for some children occasionally these are not always sufficiently challenging. For example, the childminder does not use the opportunity to extend children learning by offering more complex puzzles. The childminder keeps parents informed about their child's day through verbal feedback. Through these discussions she is able to work with parents to target specific goals. For instance, parents have identified potty training and sharing and taking turns as key areas they are focusing on. This helps to support parent's involvement in their child's ongoing learning.

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who attend

Children's personal and social needs are met reasonable well. For example, they have opportunities to socialise with their peers at the local toddler group. Children's language is fostered appropriately as the childminder chats with the children and encourages conversations with their peers. Children enjoy books; they select them independently, bringing them to the childminder so they can look at them together. Children are beginning to develop a sense of belonging in the local community as they attend the schools special events and visit the local cafe where they have opportunities to meet other members of the community. The childminder uses some everyday routines to promote learning. For example, as they walk to school, they count how many steps and look for different coloured vehicles. Children participate in some structured activities based around their interests, such as drawing. However, due to the weakness in the monitoring of

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who attend

learning and development older children become disengaged and easily distracted. The childminder provides some resources such as, a laptop computer and interactive toys. This helps to introduce and develop children's understanding of technology.

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

Children feel secure in the care of the childminder as a result of the support and affection she gives them. She sits with them as they play and shows an interest in what they are doing. The childminder obtains relevant information from parents about likes and dislikes and children's individual routines so she can provide continuity of care. The playroom is suitably organised, so that children can help themselves to a range of toys and make independent choices in their play, promoting their sense of belonging and independence. Premises are safe because the childminder has effective procedures in place to identify and prevent potential hazards. All areas used by the children are checked and risk assessed before they arrive. The garden is spacious and well equipped with good quality resources to promote children's physical skills.

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

The childminder models courteous and respectful behaviour and provides children with lots of positive praise. As a result, children learn to be cooperative, polite and helpful, such as when they help to tidy away the toys. The childminder provides appropriate support to help children to develop an awareness of their own safety. For example, teaching them road safety and the dangers of petting unfamiliar dogs. Children learn about the importance of hygiene routines and hand washing, for example, the childminder explains to children why they need to wash their hands before and after meals. They have opportunities for fresh air and exercise on their daily walks to and from school, regular visits to the nearby woods and when playing in the garden. This provides good support for children's physical development.

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provision

The childminder understands her responsibilities regarding child protection and is aware of the procedures to follow if concerns regarding children's welfare arise or an allegation is made relating to her. She has developed policies and procedures and shares these with parents to make them aware of her role and responsibilities. The childminder has not fully embraced the revised Statutory Framework for the Early Years Foundation Stage in respect of meeting the learning and development requirements. She has not yet fully implemented an effective system to oversee the learning and development programme in order to monitor children's progress. The childminder shows some understanding of the requirements of the two year progress check and is aware of her responsibility in ensuring this is completed. Most of the required documentation is in place. However, the childminder does not routinely record minor accidents children have which is a

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provision

requirement of the Early Years Foundation Stage and both parts of the Childcare Register. Equality of opportunity is promoted and all children are welcome in the setting.

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provision

The childminder is making some progress and shows a desire to improve her service further although this progress is slow. She has addressed in part the previous actions and recommendations by starting to carry out some assessment on children's development although currently this lacks rigour. She has made some attempt to evaluate the service she provides by asking parents their views. The childminder is aware of the strengths of her practice however, she has not identified any current areas for development which hinders her ability for continuous improvement. The childminder has established positive partnerships with parents, who are encouraged to share what their children can do and their daily care routines. Children are offered a gradual settling-in period where they become familiar with the home environment and the childminder's family. This also allows time for the childminder and the parents to share further information to support the

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provision

transition period. Relationships with other providers delivering the Early Years Foundation Stage have been effectively established. Therefore, consistency is provided for the children and any intervention needed is identified.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep records of accidents which involve the children being cared for occurring on the premises where childcare is provided (Compulsory part of the Childcare Register)  keep records of accidents which involve the children being cared for occurring on the premises where childcare is provided (Voluntary part of the Childcare Register )

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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 313572 Local authority Durham Inspection number 818968 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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.

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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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