Childminder in Northumberland

Inspection date

Previous inspection date 30/01/2013 13/11/2008

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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

 Children's communication and language skills are suitably enhanced as the childminder talks to them as they play. Consequently, their vocabulary is increased as new words are introduced.  Warm, caring relationships have been formed, which results in children that feel happy, settled and secure.  Children benefit from consistency in their care experiences as the childminder has developed relationships with their parents and other providers delivering the Early Years Foundation Stage.

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It is not yet good because

 Observations of children's learning are yet to be fully analysed to identify their progress and next steps in learning. Some activities are not tailored to meet individual learning needs and there is scope to improve activities for expressive arts and design.  The childminder is yet to undertake progress checks for children aged two years. This means the early identification of any gaps in their development are not yet identified.  The childminder does not always ensure that floors are clean and free from pet hair, which does not fully promote children's good health.  Self-evaluation lacks rigour, is not fully embedded and does not include the views of parents and children. Therefore, strengths and areas for development are not clearly identified and actions for improvement are not precisely targeted.

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

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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 parent's views, through written documentation they had provided for the inspection and the information from the settings self- evaluation.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in New Hartley, Whitley Bay. The whole of the ground floor and the bathroom on the first floor of the home are used for childminding. There is an enclosed rear garden for outdoor play. The family has a pet dog.

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Information about the setting

The childminder currently has 12 children on roll, of whom seven are in the early years age group. She collects and takes children from the local school and attends toddler groups on a regular basis. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds a level 3 early years qualification.

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must:

 improve observation and assessment systems to ensure that children's progress is accurately assessed and use the information gained to better plan for children's next steps of learning

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must:

 develop the educational programme for expressive arts and design by providing more opportunities for children to explore a wider range of media and materials, such as gloop, paint and dough

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must:

 undertake progress checks for all children aged between two and three years to review their progress, identifying their strengths and any areas where the child's progress is less than expected, and provide parents with a short written summary of their child's development.

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

 improve self-evaluation to take into account parents' and children's views and use these to monitor, analyse and assess strengths and weaknesses to drive improvement

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

 ensure that all floor space accessed by children is kept clean and hygienic.

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who attend

The childminder has an adequate understanding of the Early Years Foundation Stage learning and development requirements. She gathers some information from parents regarding what children already know and can do, and this helps her to understand the children's initial starting points. The childminder has devised suitable systems of observation and assessment and the information she gathers is are collated in children's individual development files. However, she is not using the information to help her accurately monitor and track children's progress to ensure that all children make the best possible progress in their learning given their starting points. The childminder has not used her assessment to ensure she meets the requirements of the progress check at age two. This means that she is not aware if younger children are progressing well or if there are any areas where progress is less than expected in order to work with their parent's to

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who attend

provide appropriate support. The resulting planning of activities is predominantly resource based and general rather than being tailored to meet children's individual learning needs. In addition, planning does not cover all areas of learning sufficiently, such as aspects of expressive arts and design.

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who attend

In spite of the childminder's basic knowledge of the learning and development requirements she does provide a suitable range of activities and experiences that generally capture children's interests and keeps them occupied. However, these are not appropriately underpinned by the assessment of each individual child's progress to ensure that learning is focused on what children need to do next. The childminder spends time playing with and talking to the children. She plans her week around a variety of community groups, such as the local childminder and toddler groups. This enables children to mix, make friends and develop their personal and social skills. The childminder offers some support to children's early communication and language skills. For example, she provides them with a running commentary during their play, to which children confidently respond, babbling and imitating different sounds. This helps children to gain confidence in

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who attend

using new words and sounds for themselves. The childminder introduces young children to concepts, such as number and colour through spontaneous activities. A good example of this was observed as a child plays with the shape sorter, the childminder counts each shape as she passes them to the child. Older children's understanding of math concepts is extended further. For example, during their baking activities they learn about weight and measure as they use scales to weigh out the ingredients. Older children's early literacy and mark making skills are suitably promoted, as they draw with pencils and crayons. However, young children have too few opportunities to explore creatively using media and natural resources, such as gloop, pasta and paint. This limits the ways in which children can explore through their senses and experiment with their own ideas.

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who attend

Babies become inquisitive as they begin to explore programmable toys, pulling the levers and pushing the buttons to discover the cause and effect sequences. An appreciation of peoples' differences and similarities is fostered through an appropriate selection of books and games and though positive discussions. Children have opportunities to develop physically. For example, babies pull themselves to their feet using the sturdy furniture, and use the available space to crawl around exploring their environment. During visits to the park, children enjoy using the swings, slide, running and playing with balls.

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

The childminder organises settling-in sessions where she talks with parents about children's likes and dislikes. This allows her to plan a suitable environment that reflects their individual needs and supports a smooth transition from home into the childminder's care. Parents are kept suitably informed about their child's care and well-being through the daily informal discussions at handover times. There is an appropriate range of resources to meet the needs of different age groups and the children's individual needs. Resources are stored on low level shelving or placed on the floor, which engages children and supports them in making independent choices in their play.

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

Children develop an understanding of appropriate behaviours, such as sharing and taking turns. The childminder reminds children that some behaviour is unacceptable and she supports them to take care of each other and where appropriate to say 'sorry'. This helps children to understand the needs and feelings of others. Children are encouraged to develop their personal independence and to recognise their own needs as they grow and develop and in preparation for starting pre-school. For example, they wash their own hands and face and gain a sense of responsibility as they tidy away toys after use. The childminder endeavours to care for children in a clean and hygienic environment. However, children's health is occasionally compromised as the floor in the lounge is not always kept free from pet hair.

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

The childminder liaises with parents over their preferences on food provision and some parents provide children's food. The childminder offers children nutritious snacks and meals, such as fresh fruit and home cooked meals. Children have opportunities for fresh air and exercise as they access parks and places of local interest on a regular basis. This effectively promotes children's sense of community. The childminder understands how transition may impact on children's emotional development and helps children in this respect by building their self-esteem and developing their independence. This means that children are given appropriate support through changes in their lives. Children develop knowledge about keeping safe as the childminder carries out fire drills and reminds them about holding hands, crossing the road sensibly and staying with her at all times.

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provision

The childminder has a generally secure understanding of the safeguarding and welfare requirements. She has attended recent training in this area and has developed policies and procedures to support her childminding provision, which she discusses with parents. This ensures they are suitably informed about how the service operates. The childminder is clear of her role and responsibilities in safeguarding children and is aware of the procedures to follow if she has a concern about a child in her care. Overall, children's health and safety is assured because the childminder carries out both visual and written risk assessments on her home and any outings undertaken with the children. In the main, this ensures they can play and explore safely in a suitable environment. The childminder has a developing knowledge of the learning and development requirements and is working steadily to ensure that she is meeting her responsibilities in this area. However, while the

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provision

educational programmes cover all areas of learning, there is scope to develop the range of activities provided to help children make more progress in expressive arts and design. There is also room for the childminder to improve observations and assessment of children's learning. This is because there are occasions when learning experiences are not fully matched to children's needs to support their continued progress.

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provision

The childminder builds effective relationships with parents and offers a 'home from home' environment in which children are suitably cared for. Discussions regarding children's ongoing progress and care take place on a daily basis which helps to promote consistency in their experiences between home and the childminder's setting. Parents are complimentary about the care and attention their children receive, demonstrating they are satisfied with the service provided. Several children attend other early years settings. The childminder has established satisfactory relationships with other providers and has discussions regarding children's general welfare and development. This helps her to provide continuity in their learning.

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provision

The childminder has made some improvement since the last inspection. For example, she has addressed the actions and recommendations raised, which has led to some improvement in the service. For example, the childminder has drawn up appropriate risk assessments which have helped her to identify any potential safety risks to children. She has made a start in evaluating her service. However, it lacks sufficient rigour and does not include the views of parents and children. This means that, clear strengths and weaknesses have not been identified and priorities for further progress are not always accurate. Since her last inspection the childminder has completed a National Vocational Qualification at Level 3. The impact of this is beginning to emerge through the childminder's developing observation skills.

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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 EY152232 Local authority Northumberland Inspection number 819511 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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