Childminder in Durham

Inspection date

Previous inspection date 03/05/2013 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

 The childminder supports language and communication well because she plays alongside the children and takes time to listen to them and extend their language.  Children are motivated to learn because the childminder carefully plans a range of stimulating activities that are based on her observations. This ensures that she meets the needs of the children well.  Children behave well in the setting because they have very clear boundaries.  Children settle very quickly into the setting and are very happy in the childminder's care because she has well thought out settling-in procedures, which enable her to form caring relationships with them.  The childminder has very good relationships with the local school. Ongoing communication with staff means that children settle into school or nursery quickly and the childminder builds on their learning effectively.

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It is not yet outstanding because

 Some resources are not easily accessible and this means that children are not always able to access them independently to support their very good learning.  There is scope to develop the stimulating outdoor environment to ensure that children have time to be active outdoors.

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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 held discussions with the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home.

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Inspection activities

 The inspector viewed a sample of documentation, including children's learning journeys and questionnaires from parents.  The inspector talked to parents and took into account feedback from them.

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Information about the setting

The childminder was registered in July 2010 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and three children aged 11 and twins aged nine years in the Meadowfield area of Durham. The home is close to local amenities, such as, shops, primary schools and playgroups and is easily accessible. The whole of the ground floor of the house is used for childminding purposes and there is a large enclosed area to the rear and side of the property available for outdoor play. The family has a dog, which minded children have supervised access to.

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Information about the setting

The childminder visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 11 children on roll, of whom four are in the early years age group and attend on a part-time basis. The childminder provides care all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years (PACEY). The childminder supports children with special needs and /or disabilities.

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

 develop the outdoor play area to ensure that children have time and space to take part in active and energetic activities

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

 develop further the organisation of resources to ensure that children are able to access these independently.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. Good ongoing observations and thoughtful intervention means that the childminder extends children's interests and explorations well. For example, when children enjoy a visit to a local aquarium, she spends time with them in the setting, helping them to learn how to care for fish. She also links in opportunities for counting using number rhymes.

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who attend

The childminder knows where children are in their learning because she uses information from parents and her own observations to establish their starting points. She completes clear observations, which are linked to 'Development Matters in the Early Years Foundation Stage' guidance. Her observations show what children have achieved and what they enjoy doing. She uses these observations to plan stimulating activities for the children, which are based on the learning needs identified in her observations. Regular assessments highlight where children are in their learning and how she can support them further. This means that the childminder has a clear picture of where children need further support. She takes into account any suggestions from other agencies, such as health visitors, in her planning. Therefore, all children, including those with special educational needs and/or disabilities, make good progress in relation to their starting points.

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who attend

The childminder develops communication well. She talks to the children constantly, extending vocabulary effectively by naming everyday objects and sensitively repeating phrases, so they can hear the correct phrase or word. She listens carefully and takes time to find out what children want, so that she can model the correct word. For example, the childminder observes where children are pointing and labels; 'truck' as children attempt to ask for the truck. Consequently, children learn new words and phrases throughout the session. They communicate confidently throughout the session. Children enjoy books and listening to stories. They begin to talk about the pictures and turn the pages. This means that children develop a love of books from an early age and are making good progress in communication and language. Regular opportunities for counting, such as counting the gingerbread men and the cuddly toys they are playing with, means that children are

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who attend

making good progress in mathematics. Children learn about the world as they make gingerbread men, explore the snow and visit local museums. They visit the park and enjoy feeding the ducks. This means that children are beginning to learn about the world around them.

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who attend

Children take part in a range of activities to develop their physical skills. Opportunities, such as filling buckets with sand outside, playing with balls and visiting the park or soft play, means that children have plenty of activities to develop large and small muscle movements. However, there are less opportunities for children to be active when they play in the garden because this tends to be restricted by the organisation of the outdoor space. As a result, children do not always engage in energetic activities while playing in the garden. Children have plenty of opportunities to express their own thoughts and ideas through creative play. They dress-up and use role play to re-enact everyday themes, such as shopping and ironing. Children enjoy using art and craft materials to express their ideas in planned activities and confidently ask for activities, such as play dough. This means that children can use their imagination and express their ideas using a range of resources.

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who attend

The childminder has established good relationships with parents and ensures that her provision meets the needs of the families. Detailed verbal feedback means that parents know what their children have enjoyed that day. The development of learning journals has improved the partnerships with parents further. The childminder also shares her assessments with the parents. Consequently, parents know where their children are in their learning and how they can support them further. Parents are also encouraged to share information about what children have enjoyed at home, which the childminder then complements and extends. For example, when a child enjoys a visit to the aquarium, the childminder uses this to support further learning. As a result, the childminder has a full picture of children's interests, both at home and in the setting and plans effectively using these to support their future learning.

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

The childminder has a good relationship with the children. She is calm and caring and children relate very well to her. Children enjoy cosy times together as they snuggle up on the childminder with cuddly toys. Children's behaviour is good as they are fully engaged in their activities. They learn to play alongside each other and share resources. These skills prepare children well for the next stage in their learning.

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

Children play in a child-friendly, safe environment with clean, age-appropriate and well- maintained toys and equipment that effectively supports their overall well-being and care. The environment, generally, promotes children's independence as resources are stored in boxes, which are usually accessible to them. However, there is scope to develop this further as boxes on the floor means that children cannot always see or access the wide range of toys behind them. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. For example, children know when they need the toilet and begin to manage this themselves. Children are encouraged to wash their hands before snack, after playing outside and after using the toilet. Consequently, they are beginning to learn how they can keep themselves healthy. Children play outside on a daily basis and visit the soft play or the park. This helps

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

children to develop an awareness of the importance of exercise and fresh air. The childminder provides healthy and nutritional meals for the children in her care. She works closely with parents to ensure that children, who can be unwilling to eat certain foods have their dietary needs catered for. As a result, children learn about the importance of healthy eating.

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

Children learn how to keep themselves safe as the childminder reminds them of what is expected of them and they are reminded why behaviour, such as throwing, is not allowed inside. They learn rules for keeping themselves safe outside, which they are reminded of when appropriate. They are encouraged to tidy up and understand the need to put things away before getting other resources out. This means that children can move safely around the setting. The childminder helps children to settle-in by offering short visits, which are gradually extended. She finds out important information from parents, such as children's normal daily routines and their personal care needs. Extra visits and further discussions are arranged as necessary to ensure that all children settle well. This ensures that she has the early information she needs about children's individual needs and personalities to ease their transition from home to her care.

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provision

The childminder has a good understanding of her responsibilities in meeting the welfare and learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. There is a broad programme of activities, which enables the children to make good progress. Clear assessments means that the childminder knows where each child is and where they need further support. As a result, she can highlight any possible gaps in children's learning and plan appropriate interventions to support each child.

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provision

Self-evaluation is good. The childminder has a detailed self-evaluation form, which effectively identifies what she does well and what she wants to improve. She uses questionnaires from parents to evaluate and improve her provision. Actions and recommendations from her previous inspection have been addressed. She has identified areas for improvement, for example, developing resources and attending further training. Recent improvements, such as sharing assessments with parents, have had a positive impact because parents know how they can support their child further. The childminder has a good relationship with the local authority and seeks advice and support when necessary to help her to develop her practice further. The childminder attends training and reflects on her practice, as a result of this. This means that the childminder has a good capacity to improve further.

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provision

The childminder has a good understanding of safeguarding procedures. She has clear policies that have been updated, which she shares with parents. She has recently attended a safeguarding course. The childminder talks confidently about what she would do if she had a concern about a child in her care and has an up-to-date list of people to contact if she needs advice. Her documentation is all very well-organised, easily accessible and underpins her practice well. She is aware of her responsibilities when administering medication and treating minor accidents and holds a valid first aid certificate. Children are kept safe inside and outdoors of the setting because detailed risk assessments are carried out daily.

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provision

Partnerships with parents are good and they comment positively about how their children are always happy and settled. They feel that their children enjoy stimulating activities and enjoy their time with the childminder. Verbal feedback means that parents know what their children have been doing and how they can support them further. The childminder has a very good relationship with local schools. She attends events with the children in nursery, such as singing sessions and jubilee celebrations. She gets newsletters from the school and talks to the staff on a daily basis to ensure that she can build on the children's interests effectively. School staff comment that she works with them professionally and effectively to meet the needs of the children. Children settle into nursery quickly because the childminder visits the nursery with them regularly before they start. She shares a 'welcome to nursery' booklet with the children, so that they become familiar with the

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provision

nursery and staff. The childminder also talks about children's likes and dislikes with the staff to ensure that children's needs are met and school are aware of issues, which may cause distress to children. This means that children settle quickly and their learning and development is extended well between settings.

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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 EY413692 Local authority Durham Inspection number 875511 Type of provision Childminder Registration category Childminder Age range of children 0 - 13 Total number of places 6 Number of children on roll 11

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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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