Lodge, Elizabeth Ravinder

Inspection date

Previous inspection date 24/06/2013 20/09/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder observes the children to assess what they can do and she successfully identifies children's next steps to take forward and extend their learning opportunities. Consequently, children make consistent progress in their learning.  The childminder and assistant promote children's communication and language particularly well, so children rapidly progress in their vocabulary and increase their confidence in communicating.  Children's social and emotional needs are well met by the childminder. She shares warm relationships with them and is sensitive towards their needs. Consequently, they are settled and happy in her care.  The partnerships with parents are effective. Information provided by parents enables the childminder to clearly identify starting points for learning. Parents are encouraged to be involved in supporting their children's learning and development, so that they make good progress.

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It is not yet outstanding because

 There is scope to enhance children's early mathematical and problem-solving skills during everyday play-based activities.  Opportunities for children to use reclaimed and open-ended materials outdoors have not been fully maximised.

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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 made observations of the children while they were engaged in activities in the playroom and the garden.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Inspection activities

 The inspector spoke to the childminder, her assistant and children at different times during the inspection.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and through written documentation they had provided for the inspection, as well as information from the setting's self-evaluation.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged seven, six and four years. They live in the residential area of Washington in Tyne and Wear. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden for outside play. The childminder works with an assistant. There are currently nine children on roll, of whom seven are in the early years age group and attend for a variety of sessions. The childminder cares for children Monday to Friday from 8am to 6pm for 48 weeks of the year. She escorts children to and from the local school and attends toddler groups on a regular basis.

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

 help children to develop their mathematical and problem-solving skills further by providing them with a wider range of jigsaws and inset puzzles

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

 enrich the outdoor learning environment further by offering a range of materials, which children can use and combine in their own way to meet their own purposes, for example, milk crates, drainpipes, lengths of fabric, netting and cardboard boxes of different shapes and sizes.

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who attend

The childminder's knowledge of how children learn is good and she uses this well to plan activities to stimulate children's curiosity and enthusiasm. Observation and assessment records are of good quality and are clearly linked to the areas of learning. They show that children are making good progress, relative to their starting points and their next steps are accurately identified and used to inform planning. This ensures children succeed and that activities are well matched to their individual needs, encouraging them to become active learners. The childminder gathers information from parents during settling-in visits, in order to obtain children's starting points. This enables her to plan effectively, building on children's recent achievements. The childminder has started to complete the progress check at age two years for relevant children and has worked in partnership with parents to ensure that they have a clear picture of their child's development and future learning

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who attend

needs. Consequently, each child makes the best possible progress and is well prepared for their next stages in learning.

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who attend

The childminder and her assistant are enthusiastic in their approach to providing a stimulating environment for children. Through this, children's early communication skills are successfully promoted because the childminder interacts well with the children and makes effective use of open-ended questions and discussion to extend their learning. The childminder boosts young children's confidence in their early communication because their attempts are positively reinforced, reaffirmed and valued by her. She speaks constantly to the children about what they are doing, which helps them to start linking words and actions. For example, as the children bounce on the trampoline, she repeats the word 'jump, jump, jump'. Children enthusiastically select their favourite book to read with the childminder. They sit on her knee and help to turn the pages and lift the flaps. This successfully promotes their early literacy skills. The childminder takes the children to

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who attend

local activities in the community. This includes visits to places of interest, local shops and other children's groups. This is effective in extending children's social and learning experiences. The childminder takes advantage of spontaneous child-initiated activities to introduce early mathematical concepts. For example, she counts and names the colour of the blocks as they build a tower, which supports children's awareness of number names and colour. However, there is scope to further develop children's problem-solving skills by providing them with relevant activities, such as puzzles, that help them to notice patterns and develop ideas about grouping, sequence and how to find new ways to do things. Children join in musical and singing activities with the childminder and her assistant. They help themselves to a range of instruments and enjoy singing familiar songs. Children enthusiastically join in and respond to the activity by smiling and laughing as they all take

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who attend

part. They have access to a good range of resources that raises their awareness of the world in which they live. This is promoted further as the childminder introduces other cultural festivals, such as Chinese New Year.

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who attend

The childminder makes good use of outdoor play to extend children's understanding of the world and encourage them to observe and identify things in the natural environment. For example, in the garden, children are encouraged to listen to the buzzing bees and look for the noisy aeroplane in the sky. Children love their time outdoors. They go on walks and play in the garden where they practise their throwing and kicking skills, have supervised play on the trampoline and access sets of swings and rocking toys. As a consequence, they are developing their control, balance and coordination skills. However, opportunities for children to use a wide range of stimulating resources in the garden, which are accessible and open-ended and are able to be used, moved and combined in a variety of ways, are not fully embraced. Children enjoy investigating toys with flaps and simple mechanisms and learn how to operate them. For example, they successfully turn on and

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who attend

operate interactive toys, such as the microphone and guitar. As a result, children's developing understanding of information and communication technology is supported well. The childminder provides various different mediums and materials to support all the children in their creative play. They use paints to print with, manipulate dough and play with rice flakes. This supports children's natural curiosity and sensory experiences very well.

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

Children are very happy, relaxed and settled. Interaction with the childminder and her assistant is very good. Children's sense of belonging is developed and maintained through a gradual settling-in process where time is spent purposefully with parents to ensure that each child's needs, likes and routines are known. As a result, the childminder gets to know the children extremely well and establishes warm and caring relationship with them. The childminder works closely with parents to ensure that she supports all children's care and welfare needs appropriately. An open door policy exists and means that parents are actively encouraged to talk to her whenever they want to discuss the care, learning and development of their child. The childminder prepares the children well for the change from her childminding environment to new settings, such as nursery or school. She talks to them about the exciting things they will do and helps children further by constantly

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

building their self-esteem and developing their independence. Therefore, they are suitably prepared for the next stage in their lives.

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

The childminder has a designated playroom, which is bright, stimulating and very child friendly. The space is used well and resources are easily accessed to encourage participation and to allow children control over their learning. This gives them the confidence to explore and learn in an environment that is like 'home from home'. Children are developing independency from an early age by being able to depend on adults for reassurance and comfort. The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support and is sensitive to their different needs and values their achievements. The childminder has created a special song that they all sing to celebrate and acknowledge children's special achievements. This approach is highly successful as children beam with pleasure when the childminder and her assistant burst into song. Through this, they effectively boost children self-esteem.

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

When young children occasionally become frustrated, the childminder understands this is a normal stage of development and uses effective strategies to diffuse the situation. For example, she distracts them and provides duplicate toys. Consequently, outbursts are minimised and children settle easily as their individual personalities and needs are understood.

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

Children are able to eat, rest and sleep according to their needs because the childminder talks to parents about their children's routines at home and she gets to know their individual requirements. Daily routines are flexibly organised to reflect those needs. Consequently, children are able to predict what is likely to happen throughout the day and they receive consistency of care. The childminder supports children's good health as she provides healthy meals and snacks and ensures they are able to access fresh drinking water when they are thirsty. Effective hygiene routines are modelled by the childminder and help children to understand the importance of hand-washing. There are regular opportunities for outdoor play. This supports children to have a positive attitude to exercise and enables them to benefit from fresh air, further promoting their good health. Children are helped to gain an understanding of safety issues because they practise road

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

safety during excursions in the community. They take part in emergency evacuation routines to embed personal safety routines.

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provision

Children are well safeguarded as the childminder and her assistant have a good understanding of their role and responsibilities regarding protecting children from abuse or neglect and how to pass on concerns appropriately. The childminder's home is securely maintained and well organised, creating an accessible space where children effectively learn through play. The childminder successfully monitors the educational programmes and the experiences required to help children make progress towards the early learning goals. She updates parents regularly on their progress, so they are well informed about their children's achievements. Parents are also well informed about the childminding provision and receive a good level of information from the outset. This includes a wide range of policies and procedures, which explain how the provision operates. The childminder completes risk assessments, identifying any risk to children and takes action

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provision

to ensure where they access is safe to do so. For example, safety gates are fixed to the playroom door to prevent children from gaining access to other rooms and all exterior doors are secure, so they cannot leave the premises unsupervised.

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provision

Strong relationships with parents are in place. The childminder ensures that she spends time at the beginning and end of the day to exchange relevant information to parents. This friendly approach promotes an open and easy method of communicating between carers. This is further enhanced as the childminder uses daily diaries that logs useful information on the child's welfare and routines at the setting. This, combined with ready access to their children's observation files, means that they are kept well informed of their children's progress and well-being. Parents express a high regard for the care and service the childminder provides. Positive comments include, 'my child loves coming here', 'I find it hard to get them to come home'. Children are well prepared for the next stage of their learning because the childminder has established good links with other settings and the local school. This means that she can effectively support and prepare children and

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provision

promote consistency in their experiences. There are also good systems in place to engage with health professionals to ensure children get the appropriate care and support they need. For example, with permission from the parent, the childminder has shared her observations with the child's health visitor and because of this, they are able to work together to meet the child's individual needs.

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provision

The childminder maintains a positive attitude to the continual development of her childminding provision. She has completed self-evaluation and gathers and utilities parents' views to review and reflect on her strengths and to identify areas for further improvement. For example, there are plans to continue her professional development through accessing relevant training. The actions and recommendations raised from the last inspection have been successfully completed. Consequently, improvements have been made in the childminder's practice, for example, children's assessment records and the provision of resources that help them to understand about the difference and diversity of the world around them. As a result, children's learning is successfully enhanced.

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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 EY408527 Local authority Sunderland Inspection number 875364 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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