Laing, Debra

Inspection date

Previous inspection date 24/06/2013 Not Applicable

p.1

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

p.1

This provision is good

 Children's interests from home are extended well because the childminder uses information from parents effectively to inform her planning.  Children make good progress in communication and language because the childminder models language effectively and is a good role model.  Children make good progress because the childminder monitors planning and assessments to ensure that children's individual learning needs are met effectively.  The childminder knows the children extremely well and builds on their interests effectively. As a result, children are motivated to learn because they enjoy a range of stimulating activities, matched to their individual interests.  Children settle very quickly and are happy in the childminder's care because she has well thought out settling-in procedures which enable her to form caring relationships.

p.1

It is not yet outstanding because

 There is room to develop the organisation of resources, so that they are clearly labelled and more easily accessible to children, enabling them to make independent choices to further support their already good learning.  There is scope to enhance children's obvious enjoyment of books by ensuring books are easily accessible so that children can select them independently to further promote their very good literacy skills.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home.

p.2

Inspection activities

 The inspector viewed a sample of documentation, including children's learning journals.  The inspector took into account feedback from parents.

p.2

Information about the setting

The childminder was registered in 2013. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged 18 and 23 in Washington, Tyne and Wear. The home is close to local amenities, such as, shops, primary schools and playgroups and is easily accessible. The whole of the ground floor and a bathroom and bedroom on the first floor are used for childminding purposes and there is an enclosed garden to the rear available for outdoor play.

p.3

Information about the setting

The childminder visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend on a part-time basis. The childminder is open all year round from 8am to 6pm, Monday to Friday term time only.

p.3

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

 enhance children's literacy skills and love of books further by providing opportunities for them to independently access a range of books

p.3

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

 develop further children's independence by ensuring that resources are easily accessible, enabling them to make more independent choices in their play.

p.3

who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. The childminder has a good knowledge of how children learn. Ongoing observations and thoughtful intervention means that the childminder extends children's interests and explorations well. For example, when a child enjoys using a play knife to cut up food and then uses it to separate the engines from the carriages, the childminder plans a play dough activity with knives for the child to develop this interest further. As a result, children are highly engaged in the activities and motivated to learn. These skills effectively prepare children for the next stage in their learning.

p.3

who attend

The childminder knows where children are in their learning because she observes them constantly to find out what they have achieved and what they enjoy doing. Her observations and assessments are matched to the guidance document Development matters in the Early Years Foundation Stage. The childminder highlights where children are in their learning in relation to the areas of learning and identifies areas where they need further support. She plans stimulating activities for the children, which are based on the learning needs identified in her observations. For example, having observed a child enjoying the tactile experience of messy play, the childminder adds various textures for children to explore during these activities. As a result, the learning needs of all children are successfully met and all children make good progress in relation to their starting points.

p.3

who attend

The childminder develops and extends communication well. She models sentence building by repeating what a child says and adding another word. The childminder recognises the importance of singing and rhymes and uses rhymes at various points throughout the session, which children start to repeat or sing along to. Consequently, children learn new words and phrases throughout the session and communicate with increasing confidence. The childminder helps children to develop early literacy skills as she points to the print in books and encourages children to turn the pages in books. They look at and talk about the pictures together and she uses books to develop further learning. An example of this is when a children show an interest in bees and honey, she successfully promotes further learning by getting honey out for children to explore. Children ask to look at books throughout the session which the childminder helps them to select as children cannot

p.4

who attend

always access them easily. Therefore, there is scope to enhance this obvious enjoyment of books by ensuring that books are attractively displayed and easily accessible so that children can select books independently.

p.4

who attend

The childminder supports children's developing number skills. She encourages them to count throughout the session. They count the objects in books and count the carriages on a train. As a result, children can already count to 10 and beyond with numbers in order. Children learn about the world as the childminder plans in a range of activities to support their interests further. They visit the park and enjoy feeding the ducks. Children take part in a range of activities to develop their physical skills. The childminder plans in activities, such as visits to the park and soft play. She also sets up a range of activities to use small tools, such as pegging things on a washing line and using play knives. This ensures that children have plenty of activities to support the development of small and large muscle skills. The childminder supports children effectively to express their own thoughts and ideas through creative play. They dress-up and use role play to re-enact everyday themes,

p.4

who attend

such as cooking and they enjoy using small play figures to develop storylines in their play. The childminder plans in visits to the doctors and vets to extend their imaginative play further. Regular art and craft activities provide a range of opportunities for children to express their ideas creatively.

p.4

who attend

The childminder has established good relationships with parents and ensures that her provision meets the needs of the families. Detailed verbal feedback mean that parents know what their children have enjoyed that day and how they can support their children at home. Parents are also encouraged to share information about what children have enjoyed at home, which the childminder then extends in her planning. For example, when a child enjoys dancing at home, the childminder plans this in to support learning further. As a result, the childminder has a full picture of children's interests and plans effectively using these to support their future learning.

p.4

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

The childminder has a good relationship with the children. She has a very calm manner with the children and they relate to this well. Children are very happy and settled. She knows the children well and recognises when they are tired and need time to rest. She also understands that they have individual needs that need to be met to help them to settle for the day. An example of this is when the childminder ensures that a child has time to wave to mummy every morning from the window. This means that children settle well because their emotional needs are well met. Children develop friendships with other children in her care and they play alongside each other, beginning to incorporate the ideas of others into their play. These skills prepare children well for the next stage in their learning. Children behave well. There are clear boundaries which children understand. Sensitive reinforcement helps younger children become aware of the boundaries too.

p.5

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

Children play in a child-friendly, safe environment with clean, age-appropriate and well- maintained toys and equipment that support their overall well-being and care. Most resources are stored in boxes, which are mostly easily accessible, and clear, age- appropriate labelling on some boxes helps children to know what is stored inside. However, there is scope to enhance the organisation of resources by ensuring that all resources are labelled and freely accessible, so that children can see what is available and access them independently to support their play.

p.5

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

The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. Children have a range of healthy, nutritional meals, which take into account their individual dietary needs and preferences. They choose a healthy snack, such as fruit, and water is freely available throughout the session. This encourages children to make healthy food choices. The childminder consistently reinforces good hygiene procedures, such as hand washing. Children enjoy daily trips to the park, which ensures they have plenty of fresh air and exercise.

p.5

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

The childminder helps children develop their understanding of how to be safe. For example, young children respond quickly to the sound of the bell as they practise the fire drill so that they know what to do in an emergency. The childminder helps children to settle in by offering short visits, which she gradually extends. She talks to parents about children's normal daily routines, dietary needs and their personal care needs. Parents comment that their children settle in quickly because the childminder is very flexible and approaches each child as an individual. This ensures that she has the early information she needs about children's individual needs and personalities to ease their transition from home to her care.

p.5

provision

The childminder has a good understanding of her responsibilities in meeting the welfare and learning and development requirements of the Statutory framework for the Early Years Foundation Stage. There is a broad programme of activities, which enables the children to make good progress. The childminder monitors children's achievement to ensure they are making expected progress. As a result, she can highlight any possible gaps in children's learning and plan appropriate interventions to support each child.

p.6

provision

Self-evaluation is good. The childminder completes a comprehensive self-evaluation form, which accurately identifies what she does well and what she wants to improve. She uses feedback from parents and children to evaluate and improve her provision. The childminder has identified areas for improvement, which she is currently working on. For example, she has identified the need for more resources to promote some aspects of physical development and has purchased further resources to support small muscle skills. She plans to purchase more equipment for outdoor play. The childminder recognises the importance of professional development and has gained her National Vocational Qualification at Level 4. She attends further relevant training wherever possible and reflects on her provision, making changes where necessary. This means that the childminder has a good capacity to improve further.

p.6

provision

The childminder has a good understanding of safeguarding procedures. She has clear policies, that have been updated, which she shares with parents. The childminder has recently attended a safeguarding course. She talks confidently about what she would do if she had a concern about a child in her care and has an up-to-date list of people to contact if she needs advice. Her documentation is all very well-organised, easily accessible and underpins her practice well. The childminder is aware of her responsibilities when administering medication and treating minor accidents. Children are kept safe indoors and outdoors because risk assessments are carried out daily with any possible hazards eliminated.

p.6

provision

Partnerships with parents are good and they comment positively about how their children are always happy and settled and always look forward to seeing the childminder. Parents enjoy looking at photographs of activities children have enjoyed. Verbal feedback ensures that parents know what their children have been doing and how they can support them further. The childminder does not pick up children from school at present, but she is proactive in developing a relationship with the local schools, for example, she has arranged to attend taster sessions with children to get to know the staff and has gained parental consent to share a child's learning records with the nursery. She confidently talks about how she will incorporate the schools topic into her planning. This demonstrates that the childminder is aware of the need to enable a two-way flow of information and has thought about how she would develop the links with local schools to ensure children settle

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY456849 Local authority Sunderland Inspection number 901577 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10