Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 09/05/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children have secure, trusting relationships with the childminder. Consequently, they are settled and happy in the provision and growing in confidence.  The childminder provides a wide range of well-planned and exciting activities that successfully support children's learning and development.  The childminder provides healthy meals and drinks for children according to their individual dietary requirements. High standards of cleanliness are maintained throughout childminding areas. As a result, children's health and well-being are promoted well.  The childminder has a good understanding of her responsibilities with regards to child protection. Her home is safe and good steps are taken to reduce potential dangers. Children are well safeguarded while in her care.

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It is not yet outstanding because

 The current documentation used to monitor children's progress does not clearly show where children are in aspects of their development. This does not aid the childminder in helping children to make optimum progress.  Arrangements are not fully in place to give parents opportunities to contribute information about what their children are learning at home so the childminder can take this into account when planning her activities and fully extend children's learning towards excellence.

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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 viewed the premises, toys and equipment.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of documentation including children's records and the childminder's certificates.  The inspector took account of the views of parents.

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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 son aged five years and her daughter aged one year in Eaglescliffe, Stockton-On-Tees. The family has cats as pets.

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Information about the setting

The childminder takes children on outings and to activities in community settings. She also takes children to local shops and parks.

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Information about the setting

There are currently four children on roll, of whom, three are in the early years age group. They attend for a variety of sessions. The childminder cares for children all year round except for family holidays.

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

 improve the recording system for assessing children's progress so it is more sharply focused to show achievement in the aspects of the areas of learning. Use this information to extend children's learning towards excellence

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

 increase the opportunities for parents to contribute information about what children do at home and use this shared knowledge to plan together and think through ideas of how to move the child even further forward in their learning.

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who attend

The childminder has a secure understanding of how to promote the learning and development of young children. She clearly enjoys this area of her work and demonstrates much good practice. A good balance of child-initiated and adult-led activities are planned for children to take part in. These cover all seven areas of learning to ensure children are ready and prepared for school. Children make good progress and often very good progress in their learning and development because the childminder is aware of what each child knows and can do. Her good quality teaching helps them reach the next stage in their learning.

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who attend

The childminder recognises the importance of igniting children's curiosity and enthusiasm for learning. She herself is enthusiastic and is very interested in children's development which results in a motivating, stimulating learning environment for children. She allows children time to initiate conversations, respects their thinking time and provides time for sustained conversations to extend their language. Consequently, they are becoming skilful communicators who are confident to express their thoughts and ideas, such as what they want to play with. She allows them time and space to play without intervening unnecessarily which results in children having a 'can do' attitude and being able to demonstrate sustained concentration. She recognises children's interests, such as role play with dolls and provides a very good range of resources to support this. Children play for a considerable amount of time, feeding their baby and changing its nappy, mimicking what

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who attend

they have seen the childminder do when taking care of the younger children. Good use is made of community groups to enable children to play in larger groups in preparation for transition to nursery and school. It also means children access additional toys and learning opportunities. Everyday situations are used to teach children about numbers and mathematical concepts. For example, they help to sort and match the washing and love using the self-checkout at the supermarket.

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who attend

Written comments from parents indicate that they are very happy with the range of activities provided. For example, they say that she 'provides carefully selected activities which are specially chosen to promote children's development'. The childminder discusses children's progress, activities and achievements with them on a daily basis, both verbally and through written details in their child's diary. She obtains information from parents about children's starting points and about what they like to do. This helps her to plan activities which capture children's interest. Children's learning journals are readily available for parents to look at whenever they wish. However, as yet, parents are not being encouraged to share what their children do at home so the childminder can take this information into account when planning her activities and fully extend children's rich learning experiences.

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

The childminder is warm and caring and children develop close attachments to her. They are happy, settled and confident when they are with her. Well thought out settling-in procedures are in place to ease children's transition between home and her care. Children and their families attend for a number of sessions prior to children being left for the first time and much information is exchanged. This ensures that children feel secure and their individual needs are met. The children are very much 'at home' and approach the childminder confidently and with affection. They also have good relationships with the childminder's own children and play happily with them, enjoying their company.

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

Consistent strategies, clear guidance and support helps children to learn about good behaviour. Parents comment that the childminder is 'very good at teaching acceptable behaviour, boundaries and safety'. The childminder is a calm, positive role model who helps children to understand about the importance of being kind to each other and about sharing and taking turns. As a result, children play happily with each other and are building good relationships with their peers. The childminder encourages children to 'have a go' at doing things for themselves. This promotes their independence in preparation for starting school and nursery. For example, as they get older children successfully put on their own coats and shoes before they go outdoors. The childminder recognises when children need some help and provides this so they do not become frustrated.

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

The childminder successfully promotes children's physical well-being. High standards of hygiene are maintained throughout the childminding areas and food is balanced and nutritious. Parents comment positively about the snacks and meals. For example, 'the menu is great and healthy' and 'the food is home cooked and tasty'. The childminder talks to children about the importance of hand washing. Pictorial prompts serve as an additional reminder of how to do this properly. Consequently, children are becoming familiar with routines to help prevent the spread of germs. Very good provision is made for children to benefit from the fresh air. Children have a positive attitude to exercise and particularly love being outdoors. The childminder provides music and movement sessions and takes children to the park and soft play areas so that they recognise that keeping fit and healthy can be fun. She teaches children how keep themselves safe when on outings when she

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

reinforces road safety and talks about other potential dangers. This helps children to learn to assess risks and keep themselves safe from harm.

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provision

The childminder successfully meets the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. High priority is given to keeping children safe. The childminder is conscientious in reducing potential dangers and risks to children, both in the home and when on outings. Comprehensive risk assessments are undertaken and a record is kept of these. Children are well supervised, and are always within the sight or hearing of the childminder. She is careful to keep children close to her when taking them on outings and to community groups. She has a good understanding of her duty for protecting children and completes training in this area to keep up to date with current procedures. Well-written, clear policies are in place and underpin the safe and efficient management of the childminding provision. These are shared with parents so they are fully informed of procedures. The childminder also has a good understanding of

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provision

her responsibilities in meeting the learning and development requirements. She checks her planning to ensure all areas of learning are covered and that activities meet the needs of children. However, the documentation that the childminder has chosen to use to help her with monitoring children's progress does not clearly show where they are in individual aspects of the areas of learning and development. This does not help her to make precise assessments so that she can use this information to help children make the optimum progress in their development.

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provision

The childminder has made a very positive start to her childminding career and is determined to improve and develop the provision in order to provide the best possible care for children. Effective systems for self-evaluation are in place and help the childminder to set challenging targets for improvement. She takes good regard of children's expressed wishes and preferences and values the views of parents. She works with her local authority advisor and has recently completed a childcare qualification. This demonstrates a good capacity for maintaining improvement.

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provision

Partnerships with parents are good and make a strong contribution to meeting children's needs. Parents are very complimentary about the care that their children receive and the way information is shared. Comments made include, 'communication and cooperation is brilliant', 'highly recommend the service', and 'a clean and warm family environment'. Partnerships with other providers, such as the local nursery are good and benefit those children who attend these settings, as well as the childminder's home. Relevant information is shared to ensure continuity of care and learning for each child in this situation.

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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 EY441921 Local authority Stockton on Tees Inspection number 808532 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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

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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