Childminder in North Tyneside

Inspection date

Previous inspection date 18/06/2013 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 have lots of opportunity to practise their physical skills and develop their understanding of a healthy lifestyle through healthy eating and being active outdoors.  The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support and values their achievements. Consequently, children's behaviour is good.  The childminder understands how children learn and develop. She allows children to follow their own interests for play, whilst carefully challenging them to support their progress and extend their learning.  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.

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It is not yet outstanding because

 There is scope to strengthen the very good working partnerships with other early years providers where children attend, to promote a more shared approach to children's ongoing learning.  There is scope to improve the organisation of resources, in particular books, to fully develop opportunities for younger children to make independent choices.

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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 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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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 partner and two children aged eight years and three years in the Newcastle area of North Tyneside. She uses the whole of the ground floor, the first floor bathroom and the rear garden 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. There are currently nine 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 7am to 6pm, 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:

 strengthen further the positive partnerships with other early years providers where children attend, to support a more shared approach to children's ongoing learning

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

 enhance the indoor environment to ensure that books, in particular, are easily accessible to encourage younger children to make independent choices.

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who attend

The childminder has a very good understanding of how children learn and develop. She provides a stimulating environment giving all children the opportunity to make good progress, ensuring they are well prepared for the next stage of learning or for school. The childminder considers the children's age, stage of development and interests when planning experiences. 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, while having fun. Each child has an individual learning journal, which includes observations, samples of artwork and a summary of the good 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.

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who attend

Children have access to a wide range of resources. Children are consistently well supported in using counting and numbers during everyday play situations. For example, the childminder models counting as they build towers with the plastic yogurt pots. This effectively promotes their mathematical skills. Babies giggle excitedly as the towers tumble down. The childminder is highly skilled at following children's interests; for example, they enjoy playing with the toy kitchen so the childminder has carefully positioned it next to the digging area in the garden so they can make mud pies. Babies enjoy exploring different textures, such as paint, jelly, gloop and shaving foam. Young children delight in taking photographs of their friends as they play and enjoy looking at the photographs of children and activities displayed on the kitchen door. The childminder gently supports them to remember the different children's names and describe what they are doing.

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who attend

The childminder incorporates a good balance of adult-initiated and child-led experiences into the daily routine and supports children very well in their all-round development. Their communication skills are fostered well through a wide range of activities, including songs and rhymes, resulting in competent speakers and listeners. Babies have plenty of space to practise their crawling and walking skills indoors and outdoors. Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder carefully selects appropriate community groups to help develop children's social skills. The childminder supports and encourages children's good physical development, providing many opportunities for energetic play outdoors in the garden and at local parks.

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who attend

The childminder has developed good relationships with parents and encourages them to be involved in their children's learning and development. She highlights activities their children have enjoyed with her, so they can provide similar experiences at home.

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

Children enjoy a warm and close relationship with the childminder and her own children. As a result, they are confident and are beginning to enjoy trying new experiences. For example, they are regularly taken to toddler groups to help them socialise in a larger group. This, combined with daily trips to the local school to collect older children helps to prepare the younger children for the later move on to school.

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

The childminder prioritises children's safety. Good use of suitable equipment helps to keep babies and young children safe, such as safety gates, door stops and low chairs. The childminder supervises children well to ensure that they are safe and secure at all times. Children have a good introduction to leading healthy lifestyles because the childminder encourages them to try new and healthy foods, some of which they grow themselves. They experience daily opportunities for physical exercise through outdoor play, which supports their growing physical skills and develops their early understanding of taking risks in a safe environment, for example, as they begin to climb the steps on the slide and bounce on the small trampoline.

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

The childminder's home is well organised and children are confident to select their own resources as they wish. However, the storage of books does not fully allow younger children to independently select from the very wide range available. Children are beginning to understand that they need to tidy toys away in order to give them space to play and enjoy receiving a 'high five' for a job well done.

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

The childminder gathers comprehensive information during settling-in visits and uses this information to ensure that activities and experiences are developmentally appropriate for children's individual starting points. This means that the childminder builds on what they can already do. The childminder recognises that some children are not as sure as others when different adults are around so she offers lots of gentle reassurance and explanations of what is happening. The childminder supports their growing understanding of acceptable behaviour through clear age-appropriate explanations and gentle encouragement.

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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 detailed 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 childminder has secure knowledge and understanding of how children learn. She always monitors her routines and planning in order to meet children's learning needs. This ensures that a broad and balanced range of experiences and activities cover all 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

Self-evaluation is effective and takes into account the views of parents. The childminder is committed to any additional training to improve her existing knowledge of childcare and children's learning. For example, she is currently completing a level 3 childcare course. The childminder clearly evaluates her provision and always looking for ways to further improve her practice. She has clear improvement plans, including wanting to develop younger children's social skills. She plans to provide more activities and situations outside the home environment and so develop further their confidence and self-awareness.

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provision

Partnerships with parents are well established, making a strong contribution to meeting needs. Partnerships with other providers of settings where children attend are not yet fully established to support effective information sharing about the children's care, progress and learning. Therefore, children's continuity of care and learning is not always fully maximised.

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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 EY438657 Local authority North Tyneside Inspection number 796590 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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