Childminder in Durham

Inspection date

Previous inspection date 27/02/2013 07/02/2012

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early years provision

This inspection: 2 Previous inspection: Met 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 are very happy and settled in the childminder's care. They have developed close and secure relationships with the childminder as he acts as a good role model and is warm and caring with them.  Children benefit from a wide range of fun activities and experiences across all areas of learning and development because the childminder works closely with his co- childminder.  Children can move around freely and safely in a home which is very well maintained and where all potential hazards are minimised because the childminder has a good understanding of how to keep children safe.  The childminder has a good understanding of the importance of providing healthy and nutritious meals for children to support their good health and well-being.

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It is not yet outstanding because

 Opportunities are not consistently available for children to make marks as part of their role play and write with a real purpose to fully support their developing writing skills.  Occasionally, the childminder intervenes too quickly in children's play and does not always allow them sufficient time to explore and carry out activities in the way which they would like to.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning journeys, a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents through written comments that they left for the inspection.

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Inspection activities

 The inspector spoke with the childminder, his co-childminder and her assistant at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife who is also registered as a childminder and their two children aged six and 12 years in a house in Willington. The childminder works alongside his wife and her assistant. The whole of the ground floor and the rear yard are used for childminding. The family has two dogs as pets. The childminder visits the shops and park on a regular basis. He collects children from the local schools and pre-schools. There is currently one child on roll, who is in the early years age group and who attends for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. He 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:

 enhance the development of children's mark-making and writing skills by providing consistent opportunities for writing during role play activities

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

 give children time to talk and think and help children as needed, to do what they are trying to do, without taking over or directing, in order to extend their opportunities to play and explore.

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who attend

Through close working with his outstanding co-childminder, the childminder is developing a secure understanding of the learning and development requirements of the Early Years Foundation Stage. He follows her excellent lead in observing and assessing children's progress towards the early learning goals. However, on occasions there are weaknesses in his knowledge regarding how children learn. For example, he occasionally intervenes too quickly in children's play. This means that children do not consistently have the time and opportunity to explore and use resources in the way they would like to, for example, mixing sand and water together.

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who attend

The childminder clearly knows his key children well and works very closely with parents and his co-childminder to complete 'All about me' forms and observations of children's starting points. These are combined with ongoing electronic observations and assessments of children's progress. The childminder works together with his co-childminder and her assistant, to plan activities which cover all areas of learning and are based on children's interests and individual learning. This joined up working fully supports children in their progress towards the early learning goals in preparation for school. Parents are kept fully involved in their child's learning through verbal feedback, access to the online observations and regular written summaries of their child's development. Children clearly have good fun with the childminder and remain interested in activities for extended periods of time. This is because the childminder is warm and friendly and

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who attend

generally engages well in their play. For example, as they play with jigsaws he gives them praise and encouragement as they place them in the correct places. He encourages their language development as he plays with them with toy phones, for example, he asks them who they are talking to. Children enjoy large physical play as they have free access to the rich outdoor play area. This includes riding around on bikes, climbing on slides and playing with pushchairs. Young children are also developing their hand to eye coordination as they carefully use spades to collect pebbles and pour them into buckets. This is acknowledged with praise and encouragement from the childminder.

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who attend

Children are beginning to make marks as they use brushes with confidence on large rolls of paper and chalk on the specially designed outdoor chalkboards. However, there is scope to improve opportunities for children to access mark- making and writing materials within the role play area. They enjoy a wide range of creative activities both inside the home and at various play groups, including painting, junk modelling and exploring play dough. The childminder encourages their counting skills through every day play, for example, as he counts out loud how many spades they have. This helps children to learn in a fun way.

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

Children are very happy and settled with the childminder and are developing close and caring relationships with him. For example, they come to him independently for cuddles and curl up on his knee. This shows that they feel safe and secure in his care. The childminder understands the importance of working closely with parents to find out about children's individual care needs and routines. Children are invited for several settling-in sessions, this helps the childminder to further get to know the children and helps with a smooth transition into the setting. Children behave very well in the childminder's care as they are provided with regular praise and encouragement. House rules are clearly displayed and the childminder understands the importance of acting as a positive role model to children.

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

Children have ample space to move around in the childminder's child-orientated home and they do this confidently. They have independent access to a wide range of resources and a colourful catalogue provides opportunities for them to select those which are not easily accessible. A colourful display of photographs of the children supports their self-esteem and promotes a sense of belonging for children. Children attend a wide range of play groups; this provides them with regular opportunities to socialise with their peers. Alongside this, children accompany the childminder and his co-childminder on visits to the local nurseries and schools. This helps to familiarise them and prepare them for transitions to other settings.

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

The childminder demonstrates a very positive attitude towards promoting children's understanding of healthy lifestyles. He takes overall responsibility for meals ensuring that they are healthy and nutritious and that they take into account any dietary requirements of the children. Planned activities, such as growing vegetables and cooking their own meals, further support children's understanding of how to keep healthy. Children develop good self-care skills; they use the bathroom independently and are encouraged by the childminder to cut their own fruit at snack time. This also supports their fine motor skills. Children benefit from regular opportunities to enjoy fresh air in the outdoor play area, and on a variety of outings. This includes trips to local castles, nature reserves and parks. The childminder helps children to learn about keeping safe through planned activities such as practising fire drills and setting up road safety sessions in the outdoor play area.

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provision

The childminder understands the importance of meeting the learning and development requirements of the Early Years Foundation Stage. His works very closely with his co- childminder to ensure that all areas of learning are covered and that they provide children with an excellent range of adult-led and child-initiated experiences across all areas of learning. All documentation required to effectively manage and meet the welfare requirements of the revised Early Years Foundation Stage is in place. This includes relevant policies and procedures, records of attendance and children's details. The childminder effectively safeguards children as he has a good understanding of the signs and symptoms of abuse and is confident about procedures to follow should he have a concern about a child. He is proactive about ensuring that the space in which children play is safe. For example, the outside wall has been made higher and extra security has been

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provision

added to the rear gate. This is combined with a detailed record of risk assessments, daily checks and appropriate safety equipment to ensure that risks to children are identified and minimised.

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provision

The childminder and his co-childminder place high priority on working closely with parents. Parents receive an extremely detailed information pack at the start along with copies of all of the settings policies and procedures. Important information such as certificates of registration, insurance and training are clearly displayed. The childminder has a good understanding of the importance of working with other providers and works closely with other professionals to share information, for example, health visitors. This helps to ensure that children have their individual needs met well and promotes continuity of care.

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provision

The childminder demonstrates a positive attitude towards developing his practice. He works extremely closely with his co-childminder and her assistant and benefits from their knowledge and expertise. This includes attending weekly meetings to reflect on their practice and identify areas for future development. Feedback from parents in the form of questionnaires further supports the childminder in identifying areas for development. As a result, the childminder has a good understanding of his areas for improvement and is committed to attending ongoing training to continue to develop his understanding of childcare practice. This demonstrates a positive attitude towards continuous improvement.

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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 EY408422 Local authority Durham Inspection number 817780 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 2 Number of children on roll 1

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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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