Childminder in Durham

Inspection date

Previous inspection date 04/03/2013 08/12/2010

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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

 Children are motivated and keen to learn. They develop close relationships with the childminder and are happy and settled in her care.  The childminder has strong partnerships with parents and other early years professionals. This enables her to provide continuity of care and extend learning opportunities, so that children are well-prepared for the next stage of their education.  The childminder demonstrates a good understanding of her responsibilities with regard to the welfare and safeguarding requirements. Consequently, children are cared for in an environment that promotes their safety and well-being.  The childminder is a reflective practitioner who demonstrates a good commitment to further developing her knowledge and skills.

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It is not yet outstanding because

 The childminder does not always use the observations and assessments she completes to best effect to reflect on how she can maximise on children's progress.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 inspected the areas of the premises used for childminding purposes.

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Inspection activities

 The inspector looked at children's learning records and planning documentation, along with policies and certification.  The inspector talked with the childminder and the children.

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Inspection activities

 The inspector gathered parent's views through letters they had left with the childminder.

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Information about the setting

The childminder was registered in July 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged two and 11 years in a house in Ferryhill in County Durham. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has terrapins.

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Information about the setting

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 six 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, Monday to Friday, except bank holidays and family holidays.

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

 use observations and assessments more effectively to precisely identify children's next steps, so that plans for future activities are clearly focused on helping children to make high levels of achievement.

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who attend

The childminder is skilled at following the children's lead and encouraging them to make choices. For example, she sets out a good variety of toys and resources in the lounge area, to encourage children to initiate their own play and follow their own interests. As a result, children are engaged in active learning. They develop their imagination playing with the toy kitchen. During this type of play, the childminder is effective in supporting children's learning and interest. Children play with interactive toys, which develop their interest in simple technology. The childminder effectively includes all children by adapting various activities to ensure they fully reflect children's age, stage of development, ability and interests, and this ensures children are kept stimulated at all times.

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who attend

The childminder keeps records of children's progress. She makes observations of children's achievements across all the areas of learning using the latest guidance to good effect to chart their progress. She uses these as the basis of a learning journal for each child. The journals demonstrate that the childminder is skilled at making accurate observations of children's achievements. This means she can gradually tailor children's activities to help them achieve more. Children's next steps are identified, however, these are not always clearly based on observations and assessments and, therefore, may not always be precise enough to ensure that children make maximum progress in their learning.

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who attend

Children learn about colour and size during enjoyable play activities, such as stacking cups. The childminder skilfully introduces colours, shape and size as she helps them to put one on top of another, and children giggle with delight when the tower falls down. This supports children in learning to use their hands and fingers accurately, and helps them to understand that perseverance can result in achievement and pleasure. Good opportunities are provided for children to learn about the wider world as they access a number of resources which reflect various cultures and beliefs, and they celebrate different festivals, including Chinese New Year.

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who attend

A strong focus is placed on extending children's communication skills. For example, the childminder extends children's vocabulary by giving the correct words to describe what children see and feel. She also models language for thinking, such as 'I wonder', and 'What do you think?' This rich interaction engages children in conversation and helps to develop their understanding and use of language to express their ideas and views.

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who attend

The childminder gathers information from parents at the start of the placement to ensure she can meet children's individual daily routines and dietary requirements. She shares information about the children on a daily basis with their parents, and this makes sure they are fully aware of what their children have been doing each day and how well they are progressing.

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

Children are developing a good understanding of the importance of living a healthy lifestyle. They eat healthy snacks, such as fruit and vegetables, and drinking water is available to them all day. Meals are provided by parents, however, the childminder has discussed with them the importance of providing healthy meals. The childminder supports young children's good health well by encouraging them wash their hands regularly, or by using an anti-bacterial gel after children have wiped their nose. Children have plenty of fresh air and regular outdoor physical activity during outings and are able to play in the rear yard; extending their play by freely moving inside and outside with different playthings.

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

Children are happy and settled in the care of the childminder. The environment is well organised indoors so that children can choose the toys they want to play with. This helps them to develop their independence and encourages them to explore the different toys and activities. The childminder supports children to become confident learners, encouraging them to develop new skills. Children spend most of their time absorbed in play because of the interesting variety of books, toys and activities on offer. They are engaged and stimulated and, consequently, their behaviour is good. Children learn to play well with each other, sharing the toys and taking turns. The childminder effectively supports children's self-esteem by rewarding them with lots of praise and encouragement.

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

Children regularly visit local toddler and childminding groups to play with other children and further develop their social skills and prepare for future transitions to other providers. The childminder speaks to teachers regularly at school and records any information they share with her. She then uses this effectively to plan activities that complement children's school day.

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provision

The childminder has ensured that she is familiar with the recently revised requirements of the Early Years Foundation Stage. She has a very good knowledge of how children learn, and tracks how well they are learning in relation to their age and stage of development. She monitors the educational programme, planning and assessments, and offers children a wide range of experiences so that children generally make consistent progress. This helps to ensure that the specific needs of the children are being met.

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provision

The childminder maintains all the necessary documents to support her well-developed service to children and their families. She shares her policies and procedures with parents when they first start at the setting. This means they understand her role and responsibilities in keeping children safe. She has a clear knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She knows what to do and who to contact should she have any concerns about a child in her care. The childminder maintains her professional development and has completed basic training, including first aid and child protection. She also updates her knowledge through specific courses, such as food hygiene and elements of the learning and development framework, to continually improve her practice. The childminder has a good understanding of her strengths and areas to develop because she is reflective about her practice. She takes advice from the

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provision

network co-ordinator and implements recommended changes. She also involves parents in this process, using their views to reflect on and consider how she can change and improve to meet the needs of their children. This means that the quality of provision for children continually improves.

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provision

Children's learning and development is supported well due to strong partnerships between the childminder, parents and others, for example, the local school. The childminder is building professional and friendly relationships with the parents of minded children. She seeks parent's views about the provision via a questionnaire to ensure they are happy with their children's care and 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 action. 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 EY396801 Local authority Durham Inspection number 821940 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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