Childminder in Gateshead

Inspection date

Previous inspection date 03/06/2013 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 feel safe and secure with the childminder, who provides a warm, welcoming and child-friendly environment.  Children make good progress in their learning and development. The childminder carefully plans an exciting range of activities inside and outside of her home, that meet the needs and interests of the children who attend.  The childminder demonstrates a good understanding of her responsibilities with regard to the welfare and safeguarding requirements. Consequently, children are cared for in an environment that promotes their safety and well-being.  The childminder establishes effective partnerships with parents, sharing information about the setting and their children's learning to keep them fully informed and involved.

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It is not yet outstanding because

 The childminder does not always provide enough opportunities during activities to help children learn about the food chain, planting and growing so that they understand where different foods come from.  Opportunities for parents to be involved with their child's learning through sharing what their child has done at home are not fully established.

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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 home.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and observed children's activities.

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Inspection activities

 The inspector looked at children's learning and development records, planning documentation and a selection of policies and procedures.  The inspector took into account 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 husband and three children aged 14, 10 and eight years in Gateshead. The whole ground floor of the house, the bathroom on the first floor and the rear yard are used for childminding. The family has a pet rabbit.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 10 children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5pm, 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 understand more about healthy lifestyles by, for example, learning about the food chain, planting and growing, so that they understand where different foods come from

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

 develop additional ways for parents to become involved with their children's learning and development, by encouraging them to share further information about their children's interests at home.

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who attend

Children are acquiring the skills, attitudes and dispositions they need to be ready for school or the next stage of learning. They make good progress in all seven areas of learning as a result of the support offered by the childminder, who knows the children in her care extremely well. She demonstrates a clear understanding of their stages of development through the experiences that she provides for them and how she interacts with them. Observations take place continually and the childminder notes what children can and cannot do. She plans activities to extend children's learning, which ensures that they are continually challenged in their development. Children are settled and very happy in the care of the childminder. They explore the resources on their own, but check back in with the childminder frequently for reassurance. Children are gradually able to engage in pretend play with toys. For example, they play

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who attend

with a doll, placing it in the cot and covering it up. The childminder encourages children's emerging communication skills. She introduces new words in their play. such as 'squidgy' when playing with the play dough, and children repeat the words back to her. The childminder uses books alongside words as she sits with children looking at a book. Children look and point at the pictures, laughing as they join in.

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who attend

The childminder uses numbers in everyday activities to develop their understanding. For example, they count cars when they go for a walk. The childminder helps children to celebrate and value cultural and religious events. For example, they participate in activities associated with Diwali and Chinese New Year. The provision of electronic toys develops children's understanding of how to operate simple mechanisms. For example, children walk along a mat that makes sounds as they move. Children visit the local library with the childminder where they join in with 'rhyme time'. The childminder continues the learning experience for them at home by providing musical instruments. Children enjoy experimenting with the instruments to see what sounds they make.

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who attend

The childminder keeps parents well informed about their children's day. She talks to them when they collect their children and writes a detailed daily diary for each child, which parents are invited to look at and take home at weekends. She includes photographs and notes some observations which she links to the Early Years Foundation Stage, so that parents can clearly see the progress children are making. However, ongoing information gathering from home is not fully established to help the childminder plan around children's current interests effectively, particularly when children do not attend for more than a few days, such as school holidays.

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

The childminder develops strong and positive attachments with children. This is through her effective settling-in procedures where children come and visit before they start. This results in a smooth transition for children because they are familiar with the setting and childminder. The childminder is supporting children's progression well because she provides a stimulating learning environment to cater for their all-round development and emotional well-being. She provides resources in storage boxes in the living room, based on children's interests. This encourages children to make their own choices about what they would like to do, which develops their independence.

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

Praise and reassurance are used effectively by the childminder to help raise children's self- esteem. She encourages good behaviour through the use of stickers. For example, she has a gold star of the month where children receive a sticker for their behaviour, which is then displayed for all to see. Children develop an understanding of her ground rules. For example, they know that when she rings a bell it is time to tidy up and they receive a sticker for helping. Children learn how to keep themselves safe. For example, they practice emergency evacuations in the home, which helps them to understand what to do in such a situation. The childminder provides a healthy and nutritious diet. At snack time children enjoy a selection of fresh fruit, and home-made sandwiches for lunch. She talks to them about the different foods that they eat. However, there is scope to provide further opportunities for practical activities to develop children's understanding about where

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

different foods come from and how they grow.

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

The childminder establishes routines and encourages children to develop self-care skills, such as hand washing, toileting and taking their own shoes and coats off. Children's physical skills develop as they visit the local park regularly and go to gym sessions where they learn to manage large coordination skills. The childminder has a good knowledge of how to prepare children for a transition to another setting and works with other providers who deliver the Early Years Foundation Stage. For example, she exchanges information with the nursery that children attend, which ensures children are fully supported in their learning and development.

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provision

The childminder has a good knowledge and understanding of how to protect and safeguard all children. For example, there are robust policies and procedures for safeguarding, risk assessments and meeting children's welfare needs. The childminder is aware of what to do and who to contact if there are any safeguarding concerns. The safeguarding policy is accessible to parents through a written information pack that they receive when their child starts. The childminder has a secure knowledge and understanding of how children learn. She consistently monitors her routines and planning, in order to meet children's learning needs, through a broad and balanced range of experiences and activities that cover all seven areas of learning. The childminder is sensitive to dealing with any gaps in children's learning that she may identify, and has clear procedures to involve parents and other professionals.

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provision

The childminder has made a strong commitment to improving her knowledge of good quality childcare. Since registration she has identified and attended relevant courses, such as speech and language development in babies and toddlers. The knowledge gained from such courses is reflected in her everyday communication with the children that she cares for, which develops their understanding of new words and how to say them. The childminder has considered areas for development of her practice. She has completed the Ofsted self-evaluation form which identifies her strengths and highlights areas for future development. This demonstrates a continuous drive for improvement.

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provision

The childminder works positively with parents, creating professional yet supportive relationships to provide consistent and continuous approaches for the individual children in her care. She sends parents text messages during the day so that they are aware of what their children are involved in. There is a notice board in the entrance to the home, which keeps parents informed about planned meals, both in the home and at school, alongside certificates and public liability insurance. Parents stated through written comments left for the inspection that they are extremely pleased with the level of care children receive and that children are happy and well settled. The ethos reflects a very safe, caring, sharing, fun and stimulating environment. The daily diary helps them to feel involved in their children's care and is a lovely record.

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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 EY441808 Local authority Gateshead Inspection number 803370 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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