Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 24/05/2013 18/11/2011

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not have a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Resources are insufficient and do not cover all areas of learning. This does not fully promote children's learning and development.  The childminder does not obtain relevant information about children's starting points, assess children's ongoing progress or accurately identify their next steps in learning. This means that activities are not based on children's individual learning needs and as a result, they do not make enough progress.  The childminder has not reviewed her provision by using an effective self-evaluation process or by involving parents in identifying priorities for improvement. As a result, areas of weakness have not been identified or tackled.  The childminder has not fully explored ways to share information about children's ongoing learning and development with parents and other providers of the Early Years

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This provision is inadequate

Foundation Stage. This does not support continuity of learning for all children.  The progress check at age two does not clearly show children's progress and development, and is not used to effectively support their learning or development.

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It has the following strengths

 Children are at ease in the childminder's care as they have positive relationships with her; this results in them feeling secure and happy.

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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 main downstairs rooms.

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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 records, relevant documentation and a selection of policies and procedures.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 13, 10 and eight years in a house in Marske. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She collects children from the local schools and pre-schools. There are currently three children on roll, who are all in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 develop the educational programme and extend the range of resources available to ensure that all seven areas of learning are implemented through planned and purposeful play experiences, helping to support children's good progress and prepare them for the transition into school

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must:

 make use of ongoing observation and assessment of each child's progress, taking account of their starting points, age and stage of development and use this information to identify the next steps in their learning and to provide challenging and enjoyable experiences for all children

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must:

 ensure that the progress check at age two clearly identifies and reviews children's progress and development as well as areas where the child's progress is less than expected so the information can be used to support children's future learning and development.

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

 develop the arrangements for sharing information about children's learning and development with parents and other providers of the Early Years Foundation Stage, in order to fully support children's learning and development

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

 implement rigorous and effective systems for self-evaluation, which take into account the views of parents and are used to inform priorities and set challenging targets for improvement.

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who attend

The childminder does meet with parents at the start to gather information about children's routines at home. However, she has not gathered information about children's starting points and an initial assessment of their development has not been carried out. This prevents the childminder from gaining a clear view of the progress children are making in her care. The childminder keeps parents informed about their child's daily care through verbal feedback and occasionally uses diaries. However, she has not developed effective systems to share information about children's progress or any concerns about their development with parents. This does not ensure that parents have an accurate understanding of their child's progress while in her care. The childminder generally implements a sufficient range of activities, which cover most areas of learning. However, she has a limited understanding of the learning and

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who attend

development requirements of the Statutory framework for the Early Years Foundation Stage. This means that ongoing observational assessments are not used to track children's progress across the seven areas of learning. The childminder does not have an accurate understanding of children's stage of development and as a result, activities are not planned based on each child's progress towards the early learning goals. Therefore, children's progress and their readiness for school is not sufficient.

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who attend

Young children are beginning to recognise some numerals and confidently match numbers as they complete inset puzzles. For example, they enjoy matching the numbers on 'cakes' to the corresponding numbers on the inset tray. They are beginning to recognise numbers that are important to them, such as 'It's two like me', demonstrating their awareness of numeral names. Children's communication skills are supported appropriately by the childminder. For example, she encourages them to talk about the pictures in their favourite book and asks them to name their favourite engines. However, the lack of assessment of children's progress makes it difficult for the childminder to know if activities are suitable for the stage of development of each child.

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who attend

The childminder has a limited understanding of the progress check at age two, although she has started to complete the check for all relevant children. However, the information contained in this, is not sufficient to demonstrate children's progress or development and is not used to effectively support their future learning or development.

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

Resources are insufficient and do not sufficiently cover all areas of learning, therefore, children's learning and development is not fully challenged and they are not fully prepared for their transition into school.

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

Children are happy and settled and have developed close relationships with the childminder. They confidently approach her to join in with their play and she is attentive to their needs and requests. Children are well behaved and the childminder provides lots of praise and encouragement, which helps to support children's confidence and promotes their self-esteem.

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

The childminder encourages children to develop an awareness of how to promote their own safety when in her care. For example, she gently reminds them to step safely into the conservatory and talks to them about why they need to tidy the toys away off the floor when they have finished so they do not trip.

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

The childminder cares for children in a sufficiently clean and safe environment. She introduces children to appropriate hygiene procedures during routines throughout the day and they are given a range of healthy food and drinks. For example, they have grapes for snack and fresh drinking water is freely available during the day. Children benefit from opportunities to develop their physical skills. The childminder provides time each day for children to play in the garden or visit local parks and play areas, which helps to support their good health through fresh air and exercise. Additionally, visits to toddler groups support children to make relationships with their peers and begin to develop their social skills.

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provision

The childminder has a limited knowledge and understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She does not review the planning of activities or assess children's progress towards the early learning goals. This does not ensure that any gaps in children's learning are identified and that all areas of learning are being covered. Recommendations raised previously have not been addressed and effective systems to monitor and evaluate her practice are not in place. She has not fully kept up-to-date with recent changes to the Early Years Foundation Stage and systems to obtain feedback from parents, in order to further identify areas for improvement, are not in place. All of these weaknesses do not support the drive for improvement that will raise children's achievements over time.

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provision

The childminder has a suitable understanding of the signs and symptoms of abuse, including procedures to follow if she has a concern about a child. Written risk assessments and regular checks of areas and equipment, along with adequate safety equipment, such as stairgates, help to protect children's safety. The childminder ensures that parents are kept informed about the service, which she provides as they receive copies of her policies and procedures at the start. Important information, such as, her certificate of registration, insurance details and the complaints procedure, are readily available. The childminder understands the importance of sharing information with other providers of the Early Years Foundation Stage, although, systems to share relevant information are not fully developed. This does not ensure consistency in supporting children's learning and development.

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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 EY358550 Local authority Redcar & Cleveland Inspection number 918349 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

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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