Childminder in Northumberland

Inspection date

Previous inspection date 11/01/2013 04/08/2009

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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

 Children display a strong sense of belonging and are confident to explore and learn in the warm, welcoming stimulating environment that the childminder provides.  The childminder has a good understanding of her responsibilities to safeguard children. Consequently, children are cared for in an environment that promotes their safety and well-being.  The childminder is consistent in her routines and the way she manages children's behaviour, offering lots of praise and encouragement. As a result, children behave well.  The childminder understands how children learn. She provides a wide range of toys and experiences based on children's interests. As a result, they are happily engaged in their play and make good progress.

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It is not yet outstanding because

 Displays and books do not yet include photographs of children's families, friends, pets and favourite people as a way to further promote children's conversations.  The childminder does not always keep background noise to a minimum to help children concentrate and prevent them from, occasionally, becoming distracted as they progress towards excellence in all areas of learning.

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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 downstairs rooms of the childminder's home and in the garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through letters provided for the inspection and a parent spoken to at inspection.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the residential area of Seaton Sluice in North Tyneside. The whole of the ground floor, first floor bathroom and the rear garden are used for childminding.

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Information about the setting

The childminder visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll who are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6.15pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance opportunities for children to further develop their conversational skills, for example, by sharing photographs of children's families, friends, pets and favourite people

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

 keep background noise to a minimum, for example, by using the television only for a particular purpose, to lessen possible distractions for children.

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who attend

The childminder has a secure understanding of how children learn and develop. The stimulating homely environment gives all children the opportunity to make good progress towards the early learning goals. She successfully uses documents, such as 'Development Matters in the Early Years Foundation Stage', to help her assess where children are in their development and to plan the next steps for their learning. She talks to parents during their initial visits to gain children's starting points. This enables her to provide experiences that build on their current achievements. Each child has an individual learning journey, which includes observations, samples of artwork and a summary of the progress they are making while in the childminder's care. Parents are successfully encouraged to be involved in this ongoing observation and assessment process as they share what they know about their children's learning at home. For example, she talks to children as they play with the zoo

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who attend

animals, skilfully extending their learning by asking them to remember what they saw during a recent trip to the zoo with their families. Consequently, children confidently tell adults that tigers and zebras have stripes and leopards have spots.

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who attend

The childminder regularly meets up with another childminder and her children. As well as giving children additional experiences, this allows them time to play in larger groups, which helps with their social development, preparing them for their next stage in learning. She supports children appropriately in their play, helping them as needed without taking over or directing. This encourages children to find out about things and explore things themselves. Consequently, they are developing well in confidence and independence; these are key skills that will support their readiness for school when the time comes. For example, they choose when they want to complete craft activities and even younger children attempt to dress and undress themselves.

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who attend

Children demonstrate they have good concentration skills as they become engrossed in their play. For example, older children create their own soft play party outdoors, deciding what food they need, who will be invited and what activities the 'guests' can do. Younger children eagerly use the toy kitchen items to prepare food and drink for the childminder, carefully setting the trays and with the childminder's thoughtful encouragement, name the different items. However, children's programmes are sometimes playing on the television in the background and, occasionally, this distracts children from what they are doing. Children thoroughly enjoy looking at their learning journals and those of others, confidently naming their friends and with the childminder's gentle support, describe what they are doing. Alongside this there is a suitable range of books made available to children, effectively nurturing their enjoyment of the written word. However, displays and

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who attend

books do not yet include photographs of children's families, friends, pets and favourite people to enhance children's conversational skills further. Children have plenty of space both indoors and outdoors to enjoy physical play as well as using facilities in the community. They are regular visitors to parks where they use of wide variety of large equipment to develop their skills, as the childminder recognises that her climbing equipment in the garden is geared to younger children. This helps to promote their physical development.

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

The childminder has cared for families of children for a number of years, actually having cared for the parents of some of her current minded children. Children form secure attachments and are happy and content in her care. They benefit from consistent routines that help them settle quickly and feel secure. For example, the childminder works closely with parents to ensure that she follows children's home routines. She is warm and attentive to children's needs, which fosters their emotional and physical well-being. The childminder is sensitive in her support of children at times of change, for example, the arrival of a new baby. Consequently, they part from their parents easily.

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

The childminder's home is suitably organised and welcoming. The living and dining rooms are set up so children can independently access a wide range of toys and activities. These are stored in clearly labelled boxes or attractively set out on the floor and include those which reflect positive images of difference and diversity. Consequently, children show a strong sense of belonging at the setting. Children confidently explore their environment, showing high levels of interest in the resources provided. They eagerly seek the childminder's attention as they involve her in their play. For example, they 'cook' her food and ask for her help when they cannot get the pompom to stick onto the paper plate as they make 'rabbits'. Colourful educational posters are displayed as well as children's artwork. Children respond well to the childminder's clear guidance and reassurance. They are polite and well-mannered, they say 'please' and 'thank you', often unprompted and

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

willingly help with tasks, such as tidying away resources on the table ready for lunch.

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

Children are encouraged to play harmoniously together and show care and concern for one another. The childminder sensitively supports them as they form friendships with their peers. She encourages them to play cooperatively, learn to take turns, share and compromise. She offers children meaningful praise for attempting to put on their own coats and taking their own shoes off after accessing outdoors. This helps them behave well and develop skills to help in transitions to other settings. The childminder takes younger children to collect older ones from school and nursery. She also accesses their outdoor play equipment which helps children become familiar with staff and the building, as well as the layout of the grounds. Parents comment that the childminder has 'helped make the transition to nursery much easier'.

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

Children's health is well-promoted. They begin to learn to manage their own personal hygiene; they know why they need to wash their hands before they have their lunch or after using the toilet. The childminder provides healthy meals and snacks for children, talking to them about healthy choices, such as why fruit and vegetables are good for them. The childminder sits with them as they eat, encouraging their independence skills as they eat their food. Daily opportunities are provided for children to benefit from playing in the fresh air and exercise. For example, they use the well-resourced garden area, have fun as they go for walks, visit the nearby beach and clamber on the large equipment in the play park. Children are learning to keep themselves safe. For example, they learn about road safety, stopping to look and listen for traffic before crossing the road. Older children eagerly explain to adults the safe procedures they follow, for example waiting

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

indoors until the childminder has got the buggy out of the door so she can keep them safe.

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provision

The childminder has a secure understanding of her role and responsibility in safeguarding children. She has attended relevant safeguarding training and demonstrates a comprehensive understanding of the signs and indicators of abuse and the route to follow if she has any concerns. Consequently, children are well-protected. Children's safety is further enhanced with regular risk assessments and daily safety checks of the premises and for any outings. These reduce the chance of any accidental injury. The childminder has a current first aid certificate further protecting children in the event of a minor accident or injury.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. She carefully reflects on activities and uses this information, along with her secure knowledge of children's interests, to help with future planning. She supports children to take part in a good range of child-initiated and adult-led experiences, which are interesting and varied.

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provision

The childminder is committed to offering good quality of care for the children and their families. She clearly reflects on her practice and has developed a detailed self-evaluation document. The childminder uses online resources and childcare publications to keep her practice up-to-date as well as receiving support from the local authority advisory team. Alongside this she also shares good practice with another childminder and gains feedback from parents to enable her to tailor the service which she provides, to the needs of the children currently attending. The childminder has a clear focus of helping children to make good progress in their learning and development, while having fun. The childminder has positively addressed the actions and recommendations made at her last inspection. For example, she now keeps detailed records of any medication administered. Consequently, children's safety and well-being is further promoted.

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provision

Relationships with parents are good and the childminder keeps them fully informed on a daily basis of their children's progress and welfare. She regularly sends them picture and text messages, which they greatly appreciate. Parents' comments are highly positive. They state that 'children are learning new skills and the childminder is firm but fair in her treatment of children' and the childminder has 'helped with my child's speech development, his sharing and being kind as well as manners.' The childminder has regular contact with the nursery children attend. She reads the newsletters, speaks with staff and follows on from activities children particularly enjoy. For example, she supports children in further developing their independence skills and writing the letters of their name the right way round. This close partnership with nursery helps support continuity and progression in children's learning and development.

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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 506901 Local authority Northumberland Inspection number 819393 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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