Childminder in South Tyneside

Inspection date

Previous inspection date 17/05/2013 12/02/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Planning is built around children's interests and individual learning needs. This ensures that children take part in an excellent range of activities. Therefore, they are highly motivated, enthusiastic learners who make very good progress and are exceptionally well prepared for school.  Children form excellent relationships with the childminder as she is dedicated, highly involved and extremely well aware of the children's needs. Therefore, children are safe, confident, self-assured individuals who clearly enjoy their time with her.  The childminder maintains up-to-date self-evaluation, attends regular training and continually monitors the educational programmes and reviews children's progress. This means that she works hard to continually improve her provision for the children.  Children's welfare is given a very high priority as the childminder provides an exceptionally clean, secure and safe environment and has a clear understanding of her

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This provision is outstanding

responsibilities in safeguarding children.

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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 spoke to children and observed play and learning activities inside the home and the outdoor area.

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Inspection activities

 The inspector checked a sample of the childminder's documents, including children's daily diaries and learning journals, policies and procedures, and the childminder's training certificates.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2008 she is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged eight years in Jarrow, Tyne and Wear. The whole of the ground floor, the bathroom on the first floor and the enclosed yards at the front and rear of the house are used for childminding. The family has pet goldfish.

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Information about the setting

The childminder visits the shops and park on a regular basis. She collects children from the local schools and nursery. There are currently three children on roll, one of whom is in the early years age group and attends on a part-time basis. The childminder operates all year round from 7am to 6pm, Monday to Friday.

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

 enhance the environment further by making the quiet area more cosy, and offer further opportunities for children to dig in soil, grow and tend to plants.

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who attend

The childminder provides an excellent range of adult-led and child-initiated activities that cover all of the educational programmes. She uses long-term planning over a 12 month period, which helps her to focus on any particular events or festivals, such as Diwali, Easter and St George's Day. To involve the children in planning, she talks with them about what they would like to do so that activities are built around their interests. For example, when the children enjoyed making music at a library group, they visited the shops and bought instruments to play at home. The childminder attends different groups with the children which provide varied activities, such as art and craft, song and story time, and they also attend soft play areas, visit the park and occasionally go swimming. This promotes children's creative and physical development very well. The childminder uses highly effective observations to help her track children's progress and to note if they are

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who attend

demonstrating typical development for their age.

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who attend

The childminder involves parents in their children's learning very well. She uses a comprehensive two-way daily diary, which keeps parents fully informed of what they have enjoyed doing and what they have been learning. Parents also contribute their written comments regularly so that continuity and communication is very good. The 'learning journeys' include captions, photographs and next steps in children's learning. This gives parents an excellent insight into what their children do and shows how they make very good progress.

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who attend

Children thoroughly enjoy being in the childminder's care. They are inquisitive learners and involve her in their play. They hold lively conversations with the childminder as they make statements and ask questions about how and why things work. They confidently explain to others what they are doing. For example, they tell adults how the train tunnel will talk when the train stops and explain why a toy may not be working properly and state; 'It must have run out of batteries' or 'We need the remote control'. This demonstrates that they understand how to use electronic toys and operate them competently. They follow instructions well and recognise letters in their name on computers, and point out how they can write their name on the chalk board. The childminder builds on what children say and do, as she answers their questions and extends their language and communication skills extremely well. For example, she uses

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who attend

different voices as she pretends to be a car and asks children questions that make them think and respond.

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who attend

The childminder prepares children for school extremely well as she extends their learning in literacy and numeracy. For example, she understands the differences in how children learn and encourages boys in particular to write for a purpose, and they love to use the chalk board outside. They spontaneously state numbers that they recognise in the environment, such as those shown on the bike. The childminder displays numbers, letters, words and information posters in the environment, including the children's own work. This gives children a good sense of belonging and enhances their language and communication skills extremely well. For example, children proudly point out their 'sums' on the number display stating that, 'five add five is 10'. The childminder promotes children's overall mathematical skills extremely well. They play games, such as bingo and dominoes, and she helps children to match up two or more similarities in interlocking jigsaws and

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who attend

encourages them to discuss shape and size during painting activities.

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

The childminder's home is very well set out. Children have very good opportunities to play quietly in the living room or relax and listen to music in the space under the stairs. There is scope to develop the quiet area further by increasing the range of soft furnishings to make this a cosy and more inviting place to further promote rest and relaxation. Children have easy access to free-flow activities to the outdoors as they access the yard freely. This is bright and cheerful. The childminder encourages children to be aware of the world around them. For example, they often explore while out on walks and look for small creatures, and they have planted a small tub of strawberries in the yard, which helps them to learn about how things grow. Children dig exuberantly with small trowels in the sand and there is scope to extend these experiences further; for example, by providing further opportunities to dig and plant in soil, to help children develop further knowledge and

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

understanding about how to care for living things and food sources.

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

The childminder provides lots of very good opportunities for children to be active and energetic. They demonstrate very good physical skills as they make good attempts to swing the hula-hoop around them or roll it in a line. The childminder knows that they have made very good progress since starting with her through practice and repetition. For example, children now competently pedal the bike to and from nursery school, a skill they could not master when they first started. Children's behaviour and independence is excellent. They are polite, acknowledge others and use very good manners. They independently use the bathroom and find their own towels to dry their hands. Children understand about safety as they competently explain where they go and what they must do in the case of an emergency. They have formed excellent relationships and are clearly attached to the childminder, and she treats children as part of the family. For example,

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

children greet the childminder's husband and child on return from school, who in turn acknowledge the minded children. Therefore, children are highly confident, secure and self-assured.

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

The childminder gains comprehensive information on children's family backgrounds, likes, fears and interests. She always asks new parents to spend time with her through the day to see how she operates. She is highly skilled at helping children to settle in. She offers regular reassurance to children if they become anxious during these periods. For example, she uses clocks and routines to explain to children that their parents will be returning and she encourages them to choose games or activities that interest them to keep them occupied and happy. This means that children settle in quickly and are helped to cope effectively with the transition from home to setting.

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provision

The childminder has a very good understanding of the requirements of the Statutory Framework for the Early Years Foundation Stage. She uses this in practice exceptionally well to fully promote children's welfare, learning and development. For example, she monitors her provision extremely well by evaluating the educational programmes and children's progress through her planning and 'learning journeys'. She uses the Ofsted self- evaluation form as a basis for improvement. She has identified her strengths and areas for development very well. She regularly attends training and network meetings, which continually help her to update her knowledge and skills so that she can provide the best care and education possible for young children.

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provision

The childminder has worked very hard to improve her provision since the last inspection and has addressed the action and recommendations successfully. This has enhanced children's safety, activities and partnership with other providers when children attend two settings. For example, she discusses any areas where children may need extra support with the nursery staff and receives their termly newsletter. This includes current topics and themes about what children will be learning, and she incorporates this into her planning. She also displays photographs from nursery in the children's files, such as when they had a visit from the police. This shows that she uses good information to provide continuity and consistency for children's learning.

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provision

Safeguarding children is very good because the childminder has a highly secure understanding of what to do if she is concerned about a child. She has experience of working as a 'specialist' childminder so works closely with parents and local authority adviser to ensure that children receive the appropriate care and intervention they may need. This means that children's individual needs are quickly identified and extremely well met. She has all the required contact details she needs and a very good set of comprehensive policies and procedures in place. Children are protected very well as they play in a secure environment. The childminder monitors visitors to her home, reviews her risk assessments and carries out a daily safety check. She also obtains consent from parents for various issues, such as transport and outings, and details information of any special trips to further protect children and keep them safe.

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provision

All parents are issued with a welcome pack, and the childminder's policies and procedures are shared effectively with them. The complaints procedure is clearly displayed. The childminder is made aware of the opinions of parents through daily conversations and information in the daily diaries. She supports children and families extremely well as she is flexible and helpful. For example, where possible she will change days, look after children on Bank Holidays and collect and drop off children to and from home. The childminder has an abundance of thank you cards and letters from parents and children, expressing how happy they are with the service. Therefore, highly effective partnerships with parents are in place. She has also recently sent out parental questionnaires to gain formal feedback. This shows that she regularly monitors her provision to benefit the children and to help her make improvements as necessary in line with parents' wishes.

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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 EY383369 Local authority South Tyneside Inspection number 904964 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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

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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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