Childminder in North Tyneside

Inspection date

Previous inspection date 15/04/2013 11/08/2009

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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

 The childminder has a secure understanding of how children learn best through play. She particularly makes good use of the garden to enhance and extend children's physical development.  Children's progress is accurately assessed and their learning records are comprehensive. They show a clear picture of children's steady progress while in the childminder's care.  Children are confident and self-assured because the childminder provides a caring environment where they can build secure attachments. This ensures that they are settled and happy in her care.  Parents and children are actively encouraged to share their views about the service. This ensures that the childminder has a sharply focussed evaluation of the provision and the needs and opinions of its users.

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It is not yet outstanding because

 There is further scope to extend opportunities that help children's understanding of shapes, space and measure.

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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 playroom and kitchen.

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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, co-childminder and children at different times.

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Inspection activities

 The inspector took account of parents' views through written documentation they had provided for the inspection.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 15 and three years in the residential area of North Shields in Tyne and Wear. The whole of the childminder's home is used for childminding. There are currently six children on roll, of whom one is in the early years age group. The childminder works with another registered childminder. She is also provides overnight care for one child under the age of two years. The childminder collects children from the local school and nursery. She cares for children on weekdays from 7am to 7pm for 51 weeks of the year.

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

 enhance the educational programme for maths by; providing resources to further support children's exploration of shape, space and measures. For example, by providing measuring tapes, calibrated measuring jugs, egg timers, height charts and different lengths of ribbon and string.

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who attend

The childminder has a good understanding of how to meet children's learning and development needs. She gains information from parents about children's unique starting points for their learning, which she builds on effectively. Observations are gathered and recorded in children's individual learning journey file. The information from the childminders observations are then linked with the Development Matters in the Early Years Foundation Stage guidance. This allows her to monitor their progress and identify useful next steps in their learning, which guides the activities she provides. The childminder encourages parents to become involved in their child's learning. For example, she actively encourages parents to share observations from home. This provides an opportunity for the childminder and the parents to develop a shared understanding of children's learning and how it can be supported both at the setting and at home. The childminder is aware of the

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who attend

progress check at age two and of her responsibility to share this with parents.

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who attend

The childminder actively encourages children's language for communication and thinking through her discussions and interactions. For example, she poses simple questions such as, 'can you tell me?', and 'how do you think we can do it?' These purposeful interactions also make sure children are valued and included and make the most of spontaneous opportunities for children's learning. Early writing skills are also developed as children make marks with a variety of resources. Children are well supported to use numbers in meaningful ways. For example, they sing number songs and rhymes which introduce them to simple calculation. They create spiders using play dough and count how many legs and how many eyes they have. However, there are missed opportunities during children's practical play to expand the mathematical challenge and help them to start to understand about shape, space and size. This reduces the level of challenge in this aspect of their

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who attend

learning. Children use their imagination well to recreate everyday situations. For example, they use empty cereal boxes in their pretend shop and pretend to deliver take-away meals on their bike.

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who attend

The childminder supports all areas of children's learning through a broad range of activities and experiences within the home and the local community. For example, the children benefit from outdoor trips to the local park which supports well their physical development. The childminder's garden is a real strength of the provision. It is used well to enhance children's understanding of the world, as they dig and plant flowers in the garden and observe how they grow over time. The garden has been designed to encourage active learning on the wide range of exciting activities which supports the good progress children make in their physical development. For example, children's climbing and balancing skills are promoted with the use of the climbing wall and climbing frame. Older children climb the lower limbs of the mature trees, developing their confidence as they take risks and learn new skills. The childminder has created hidden spaces, which

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who attend

younger children make into their house, den and shop. All this provides children with very good opportunity to use their imagination, expend energy and to develop good coordination and movement.

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who attend

The childminder appropriately supports children's understanding of the world. For example, they discuss and join in some celebrations of different cultural and religious events. The childminder has a positive attitude towards transitions to other settings such as school, and achieves this by constantly building children's self-esteem and developing their independence. Therefore, they are well prepared for the next stage in their lives.

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

Children enjoy their time with the childminder. Prior to children starting gradual visits to the childminder's home is arranged and tailored to suit each child. This enables the childminder to talk at length with parents and to gather valuable information regarding home routines and the uniqueness of the child. The childminder then plans appropriately to meet children's individual needs and interests, while respecting routines from home to ensure continuity and to help children settle. This ensures a smooth transition from home into the care of the childminder.

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

Space within the welcoming and stimulating environment is used effectively to support children's learning and development. For example, they enjoy meals and snacks at the kitchen table. Children play freely in the playroom where they can access a good selection of high quality toys. The storage of toys is clearly labelled and this helps children to make the connection between the objects inside and written words. Children behave well because the childminder is a good role model, treating them with kindness and respect. Gentle reminders during play help children understand about being kind to each other and taking turns. Children are learning to keep safe as they practice road safety and know what to do in the event of a fire because they participate in the fire drills. This promotes children's safety well.

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

Children have opportunities to be outdoors on a daily basis through outings into the local community or playing in the childminder's garden. The childminder provides a balanced range of home cooked healthy meals, and snacks of fresh fruit. The childminder encourages the children's self-help skills appropriately, relative to their development. For example, they are encouraged to wash their own hands and to feed themselves as they learn to take care of their hygiene requirements. This helps them to be well prepared for transitions to pre-school and school.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She manages the monitoring of the programme for children's learning and development well and through this is able to identify any gaps in their achievements. This means children are acquiring the skills, which help them make good progress and move on to the next stage of their learning. The childminder has a secure understanding of safeguarding procedures and demonstrates a good understanding of how to protect children from harm. She provides a copy of policies to parents and has taken positive steps to ensure the policies reflect the revised Early Years Foundation Stage. The childminder undertakes risk assessments for her home and outings and uses safety equipment effectively, such as stair gates to minimize hazards. Consequently, children are safeguarded effectively.

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provision

The childminder has established effective partnerships with parents and collates relevant details. For instance, home routines, children's specific needs, and what they already know and can do, which helps her to plan for their individual needs. The childminder regularly talks to parents about how their children have been while in her care and the activities they have taken part in. She also shares with them via text messages any significant 'wow' moments or specific achievements throughout the day. This helps parents to stay actively involved in their children's learning. This combined with the colourful wall displays and notice board also provides parents with good information. Parents are provided with the childminder's policies, which gives them a further insight into how their child's care is organised. Parents are extremely positive in their praise of the childminder. They feel she is very professional and organised as well as being friendly, enthusiastic and

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provision

understanding. Furthermore, they feel that their children develop well, get lots of attention and take part in fun activities. One parent sums up her feelings by saying 'I have absolute confidence that my children are happy and well looked after'. The childminder has established effective partnerships with others who provide care and learning for the children so that concerns about their well-being, learning or development, can be quickly identified and managed.

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provision

The childminder demonstrates a strong commitment to developing her skills and has attended a number of short training courses and has completed a qualification at level 3 in childcare. This supports her in maintaining and developing her knowledge and childcare skills and has a positive impact on children. A good example of this impact can be seen through her understanding of how groups of children learn in different ways and therefor different strategies have to be adopted. For example, with older boys she now recognises that they are drawn to construction toys, computer games and learn best when they are able to use outdoor space to do activities on a larger scale. This she feels has significantly improved boys learning and their overall behaviour. The childminder has addressed the action and recommendations from her previous inspection. She welcomes the input of the local authority development worker as a source of good practice guidance to ensure a

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provision

continuing improvement of her provision.

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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 EY282188 Local authority North Tyneside Inspection number 819988 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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