Childminder in Durham

Inspection date

Previous inspection date 12/06/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children have close relationships with the childminder and her family. The childminder provides a welcoming and friendly environment, where children feel happy and secure.  The childminder provides a suitable level of praise and encouragement, which helps to build children's confidence and supports their understanding of acceptable behaviour.  Children receive balanced, nutritious meals and snacks and daily opportunities for fresh air and physical exercise. Good standards of cleanliness are maintained in the childminder's home. As a result, children's health is suitably promoted.

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It is not yet good because

 The childminder does not always use the information gained from her observations to inform her activity planning so that this supports the next steps in children's learning.  The childminder does not have parents' written permission to take children on outings. This means that parents' wishes are not always taken into account and a legal requirement is not met.  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 extend children's learning.  The childminder does not always keep background noise to a minimum to help children concentrate and prevent them from, occasionally, becoming distracted.

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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 snack time and activities in the living room.

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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 looked at children's daily diaries, learning journals and a selection of records, policies and procedures.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two older children in the Peterlee area of County Durham. The living room, dining room, kitchen, conservatory and upstairs bathroom are used for childminding. There is an enclosed garden to the rear for outside play. The family has a dog.

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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. There are currently four children on roll, two 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 7.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 analyse the information gained from observations and use this knowledge to plan experiences and opportunities which take into consideration the individual needs, interests and stage of development of children to strengthen their progress towards their next steps in learning

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must:

 obtain written parental permission for children to take part in outings.

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

 encourage 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 forward in their learning

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

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

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who attend

The childminder provides a range of appropriate activities and resources to support children's learning. She organises her home to ensure that children can explore and play freely. Some planning is in place to cover the areas of learning and to ensure activities support children's independent choice. However, this is not evaluated to ensure consistency or to precisely match the needs of all the children. The childminder does not fully use what she knows about children to ensure the planning identifies their next steps of learning. This does not help to ensure that activities and experiences are tailored towards promoting individual children's learning and development to ensure they make as much progress as possible.

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who attend

Babies communication and language skills are suitably encouraged as the childminder talks to them as they play, offering a running commentary of what is happening. Consequently, their vocabulary is increasing as new words are introduced. Children have opportunities to play with different materials, such as, paints, pens and crayons to develop their early writing skills. Children become engrossed as they explore items they find in the musical bag, using their imagination as they press the buttons on the mobile phone and hold it to their ear. However, children's programmes are sometimes playing on the television in the background and, occasionally, this distracts children from what they are doing. Children are developing suitable physical skills. For example, they go for regular walks in the local environment, climb on the frame at the local park and roll the soft balls indoors and outdoors. Children demonstrate they are willing to 'have a go'. For example,

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who attend

they persevere as they build with blocks and the childminder introduces numbers in their play as counts the blocks out loud and offers suggestions about what number comes next. This introduces young children to the concept of counting. The childminder provides suitable opportunities for the children to socialise with others in larger groups. Consequently, children are beginning to learn the necessary skills to prepare them for the next stage in their learning.

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who attend

The childminder discusses children's progress and achievements with their parents. She shares verbal information with them on a daily basis about what their children have been doing while in her care. However, as yet, parents are not encouraged to share what their children do at home so the childminder can take this information into account when planning her activities, to fully extend children's learning.

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

Children have formed warm relationships with the childminder and her family. Consequently, they are happy and content in her care. For example, they smile broadly when the childminder's older children enter the room and eagerly play peek-a-boo with them. Children benefit from consistent routines that help them settle quickly and feel secure. They part from their parents easily, with the childminder being sensitive to the needs of children who are just settling-in and have had a busy day at school. Children are effectively supported in behaving well as the childminder provides lots of appropriate praise and encouragement to promote their self-esteem. They are learning to share and take turns with resources. The childminder discusses behaviour management with parents and agrees strategies to be followed with them. Children's health is well promoted. The childminder maintains high standards of hygiene

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

throughout all areas used for childminding. Toys and resources are washed and effective procedures are followed for nappy changing. Consequently, the risk of cross-infection is minimised. Children are provided with healthy snacks and meals and encouraged to try a range of fruit and vegetables. This helps to raise their understanding of what foods are good for them and keeps them well nourished. The childminder is sensitive in her support of babies as they move from using a bottle to a lidded cup. Fresh drinking water is readily available throughout the day. Children have mostly daily opportunities to develop their physical skills and enjoy the fresh air. They regularly visit local parks and play areas. Although the childminder verbally informs parents that she is taking children on outings, she has not gained written permission from parents for children to go on these outings and this potentially impacts on their safety and well-being. Children are beginning to learn

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

about how to keep themselves safe, for example, as the childminder carefully explains to babies the importance of being securely strapped into their buggies. Older children are learning the importance of not talking to strangers. Children have independent access to a suitable range of activities and resources, including some reflecting positive images of difference and diversity. This enables them to make choices and decisions about what they do. Children attend sessions at local community groups to help develop their social skills and mix with others to prepare and support children's move into other settings.

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provision

Children are safeguarded effectively because the childminder is clear about her role in keeping them safe. She is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care. In addition, children benefit from the childminder's commitment to ensuring that the premises are safe by using ongoing risk assessments for indoors and outings. The required fire detection and control equipment is in place and older children are familiar with the emergency evacuation procedures. The required checks have been completed on the adults in the home to ensure they are suitable. The childminder demonstrates a satisfactory understanding of the learning and development requirements of Statutory framework for the Early Years Foundation Stage. She monitors the activities to ensure all areas of learning are covered, but, as yet, does not ensure individual children's learning needs are consistently planned for. This results in

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provision

children making satisfactory, rather than good, progress.

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provision

The childminder is keen to develop her practice. She is developing links with another childminder, so as to share activities and ideas. She has devised a simple action plan of priorities, including seeking advice from the local authority early years advisors, particularly in preparation for completing the progress check at age two. She regularly seeks the views of parents and children and uses this to develop her practice.

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provision

Partnerships with parents are positive and arrangements are in place to exchange relevant information about the children's general welfare and care. They receive information about their child's day both verbally and through the daily diary book. The childminder shares her policies and procedures with parents, so they are aware of her childminding practices. However, not all written parental permissions are in place to ensure that children are cared for in accordance with their parents' wishes. The childminder has a good working relationship with local schools and pre-schools and is fully aware of the importance of sharing information to promote continuity in children's learning.

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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 EY436776 Local authority Durham Inspection number 800112 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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