Childminder in Northumberland

Inspection date

Previous inspection date 11/03/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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

 Children are happy and content with the childminder, who gives them effective support so that they settle well and look forward to being with her.  Children take part in a satisfactory range of indoor and outdoor activities and experiences that are suitable for their age and stage of development. They make steady progress in their learning overall.  The childminder prioritises children's safety and ensures that all aspects of her practice keep children protected from harm.

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It is not yet good because

 There is scope for the childminder to provide more opportunities to strengthen children's speech and language skills through using picture cards and sign language.  There is scope for the childminder to provide a wider range of materials and objects for children to play with, that work in different ways and for different purposes. For example, a working digital camera.  The childminder is yet to ensure children benefit from full continuity in their learning and development through a partnership working approach. This is because there is room to extend the information shared with other providers when children attend more than one setting.

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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 observed activities in the childminder's home.

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Inspection activities

 The inspector held discussions with the childminder, carried out a joint observation and talked to children during the inspection.

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Inspection activities

 The inspector looked at children's development records and a selection of records, policies and procedures.  The inspector took account of the views of parents who left written comments.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her parents and adult brother in a detached house in the Hexham area of Northumberland. She works with her mother, who is also a registered childminder. The whole of the ground floor except for the bedrooms, and the rear garden are used for childminding. The family has a cat.

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Information about the setting

The childminder attends a toddler group and soft play. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools and Whitely Chapel.

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Information about the setting

There are currently eight children on roll, five of whom are in the early years age group. They attend for a variety of sessions. The childminder supports children with special needs and/or disabilities. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 develop further the arrangements for sharing information and partnership working with other providers that children attend, in order to fully support and complement children's learning and development.

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

 provide a wider range of materials and objects for children to play with. This relates to resources that work in different ways and for different purposes, for example, a working digital camera

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

 support children in using a wider variety of communication strategies, including through the use of picture cards and sign language.

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who attend

Children are making satisfactory progress in their learning and development. They are developing a sound range of skills overall as they benefit from a range of activities each week. These include time to explore freely, as well as offering some adult-led activities linked to children's interests and topical events. The childminder is establishing a record of their progress which she starts once a child has settled into her care. She completes a summary of what children can do and then builds on this with observations a couple of times a month. She analyses the observations so that she is aware of what the next step will be in children's development. This helps her to plan appropriate learning experiences to support children's steady progress towards the early learning goals.

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who attend

The childminder is attentive to the needs of children. She interacts warmly with them by sitting on the floor so that she is at eye level, participating in some of their chosen activities, praising them and offering encouragement as they try new things. Children show their attachment to her by using her as a secure base from which to explore her home. They frequently return to her during their activities and like to sit on her knee to look at books. As they become more independent they play alongside other children. For example, they enjoy using their imagination to play trains. They each sit in a box and pretend that they are going on a trip. Children love to look at books. They sit with the childminder and enjoy the rhymes and stories she reads. As they get older they sit on their own or with another child, turn the pages and read the story as they recall key points from the pictures. Children's communication skills develop as the childminder talks to

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who attend

them. They copy the words that she says and learn new words rapidly as they get older. However, there is scope for the childminder to use other forms of communication with children that have delayed speech, such as using picture cards or sign language to further extend their skills. Children show their interest in toys with simple mechanisms as they explore the resources. They become aware of how to operate toys that have a lever and take pleasure in playing with an old mobile phone that no longer works. However, they have fewer opportunities to explore resources that work in different ways and for different purposes, such as a working digital camera. As a result, they are not provided with regular opportunities to speculate on the reasons why things happen or how things work. Overall, children's learning and development is in line with the expected developmental ranges for their age. As a result, they are obtaining the skills, attitudes and dispositions they need to

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who attend

be ready for school or the next stage of learning.

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who attend

The childminder involves parents in children's learning from the start. Parents complete a sheet about their children's needs which helps the childminder plan appropriately. They have access to their child's development file at any time and a daily diary is shared with the childminder which informs them about the activities their child has taken part in. This helps them to continue their children's learning and development at home.

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

The childminder develops a caring and positive attachment with children. Children come for settling in visits at various times during the day prior to starting. This helps them become familiar with the setting and to feel safe and secure, which results in a smooth transition from home to her care. The childminder provides a stimulating play and learning environment in which the children are confident to explore their surroundings. They move around the living room, selecting what they want to play with from the storage boxes that the childminder sets out each day. This results in children that develop their decision- making skills and gives them freedom of choice from an early age.

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

The childminder has a calm and consistent manner with the children. As a result, children learn about right and wrong and understand the childminder's expectations of them during their time with her. For example, they help to tidy up when asked to, to make room to do music and movement. Children begin to have their own friends and learn how to share the resources. They receive praise for their efforts which develops their self-esteem. The childminder helps children to learn about their own safety and risks. For example, she provides the space and freedom for them to explore their activities in the living room, while being kept safe through her supervision and support. The childminder promotes children's good health. She provides a healthy and nutritious diet. Children enjoy fruit for snack and she talks to them about what they would like to have for lunch and what is healthy for them. This helps to develop their awareness of healthy eating. Children enjoy

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

outdoor activities and experiences on a daily basis, which helps them to develop their understanding of the world around them. They use the local parks and soft play climbing areas which help to develop their gross motor skills. The back garden is accessed regularly where, for example, they use ride on cars, have running games and use balls. The childminder promotes children's understanding regarding self-care routines. They are encouraged to manage washing and drying their hands independently as they get older, which they do with success.

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provision

The childminder has a satisfactory knowledge and understanding of how to protect and safeguard children. For example, there are policies and procedures for safeguarding, risk assessments and meeting children's welfare needs. The childminder is aware of what to do and who to contact if there are any safeguarding concerns. Written policies and procedures are made available to parents when their children first start, so that they are aware of the procedures the childminder follows. Written risk assessments are completed for the home, outdoors and any outings children take part in. These successfully identify dangers and the appropriate steps she takes to eliminate risk and keep children safe and secure.

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provision

The childminder satisfactorily understands and delivers the learning and development requirements. She links her observations to the relevant age bands following the guidance from Development Matters in the Early Years Foundation Stage. This helps her to plan appropriate next steps in children's development. She has started to complete progress checks for children aged two years which helps her to identify if there are any gaps in children's learning and development. She has discussed their development with parents and agreed on the next steps in their learning. The childminder has started to evaluate the strengths of her provision and to highlight any areas for future development. For example, she plans to plant and grow seeds in the garden with children's help, to develop their understanding of where foods come from. These plans support children's progression over time.

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provision

The childminder understands the importance of working in partnership with others involved in children's care and learning. She is developing methods to liaise with other settings that children attend as part of the Early Years Foundation Stage. She discusses children's individual care needs and passes relevant information onto parents. However, she has not discussed what progress children are making in their learning and development, to ensure that both settings offer continuity in children's learning. Parents left written comments for the inspection stating that their children's social skills are developing well with the childminder's help. They also state that children have settled in brilliantly and are very attached to the childminder. They have no issues with the childminder and would recommend her to anyone.

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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 EY450289 Local authority Northumberland Inspection number 881326 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection not applicable

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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

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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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