Childminder in Gateshead

Inspection date

Previous inspection date 02/07/2013 12/12/2008

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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

 Children's emotional needs and personal care are very well promoted. They benefit from warm, natural interaction and have strong relationships with the childminder. Therefore, children are very settled and feel safe and secure.  Children take part in a good mix of well-planned, adult-led and self-chosen activities incorporated into their day, which ensures that they enjoy their learning.  The childminder is dedicated to her role and the children that she cares for. She updates her knowledge through training and regularly reflects on what she does. This helps her to continually improve the provision to benefit the children's care and learning.

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It is not yet outstanding because

 Sensory and exploratory experiences for babies and pre-school children are not fully in place to enable babies and young children to use a wide range of media and materials freely to enhance their creativity.

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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 and routines in the playroom, kitchen and main lounge.

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Inspection activities

 The inspector viewed a sample of documentation, including; policies, children's learning files, childminder's training certificates and letters from parents.

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Inspection activities

 The inspector spoke to the childminder and children, and interacted with babies at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2007. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged 15, 11 and eight years in a house in Low Fell, Gateshead. The whole of the ground floor, which includes a bathroom, is used for childminding. The childminder attends various toddler groups and visits the shops and park on a regular basis. There are currently two children on roll, both 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:

 provide more sensory play opportunities and experiences for babies and children, to further promote their exploration and creativity.

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who attend

The childminder uses the Early Years Foundation Stage very well in practice to ensure that children participate in a full range of activities that cover all the areas of learning. These are carried out in the home or at relevant groups. She knows the pre-school children's interests, and always puts out some of their favourite things, such as, the doll's house. The childminder also allows children to choose their own toys and activities whilst ensuring a range of activities focus on the seven areas of learning. For example, to encourage children's speech and language she puts out toy animal figures and a range of easily accessible books. The childminder knows that children enjoy being active, therefore, the childminder provides a range of toys and equipment at local groups or at the play park. This helps to develop children's confidence, social and physical skills. Children take part in messy and creative play using natural materials, such as sand and water. However,

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who attend

resources that support children's exploration and creativity, such as crinkly paper, soft materials and gloop, are not fully developed to promote children's sensory and creative experiences.

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who attend

The childminder maintains good learning and development files and uses effective tracking systems for each child to monitor their progress. These good systems help her to highlight areas where children are achieving based on their ages and stages of development. This also helps the childminder to identify any gaps in children's learning so that she can provide targeted support to children should they need it. Her written observations and photographs of children clearly show what they enjoy, know and can do. They also demonstrate how she will support the next steps in children's learning based on their individual needs. Consequently, children are making good progress in their learning.

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who attend

The quality of teaching is good which promotes children's overall development and learning. The childminder asks children relevant questions that make them think and respond during play. For example, when children use the animal figures, she engages actively in their play encouraging them to make the animal noises and helps them to find and name the correct ones. She also repeats children's words and sounds to encourage their language development. The childminder ensures that children have plenty of space when they want to play physically with the ball. She sings enthusiastically and claps her hands to encourage babies to copy. Babies are supported safely when sitting up so that they move spontaneously as they reach out for toys. They become engrossed when they focus and watch the ball roll back and forth to them. The childminder ensures that babies have sufficient 'tummy time' when she knows that they are ready to crawl and places

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who attend

interesting toys in front of them to encourage movement. When pre-school children play with the electronic guitar, they move buttons and knobs correctly. They concentrate very well on what they do as they make it light up and make music. This shows that children are acquiring basic skills to operate simple equipment. Babies wriggle when they hear the music as they excitedly move their arms, legs and hands. This supports their physical, communication and language development very well.

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who attend

The childminder promotes children's personal, social and communication development successfully. This means that they are well prepared for the next stage in their learning and transition to other settings, such as pre-school. For example, she encourages children to follow routines, such as tidy up time, and become more independent by encouraging them to put on their own coats and shoes. When children are ready, the childminder concentrates on the specific areas of learning, such as looking at books, listening to stories, holding pencils and developing early writing skills. Consequently, children are well prepared for school when the time comes. Close partnership working enables all children to make progress and reach their full potential. For example, parents regularly share what they know about their children's learning and development by exchanging verbal information and keeping the childminder updated with what their children do at home.

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who attend

Their learning files are available to parents at any time. The childminder and parents also work on specific areas of learning together, to ensure they provide consistency and continuity for children's individual learning needs.

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

Children are cared for in a safe, clean, comfortable, homely environment. There is plenty of space for them to play, explore and relax. For example, there is a bright playroom with easily accessible toys and books. The spacious playroom ensures that children can play safely under the close supervision of the childminder. They regularly visit the park to play on equipment, which promotes their need for fresh air and exercise to enhance their physical skills and well-being. Children enjoy healthy snacks, such as a mix of fresh fruit and raisins, and parents provide food for babies. This ensures children's nutritional needs are well met. Consequently, children's good health is effectively promoted.

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

The childminder joins in enthusiastically with children's play as she sits on the floor with them providing close eye and physical contact. Therefore, babies and children are very happy, settled and self-assured. She uses gentle reminders for young pre-school children regarding what is acceptable behaviour. For example, by explaining why they cannot kick the ball inside and why they should not put the activity toys in front of a baby when they are lying down in case they hit their head. This helps young children to learn basic safety rules and recognise the needs of others. Children learn to share through relevant games, such as 'pass the parcel', when they attend the local toddler groups. When children get excited about visiting the park, the childminder encourages them to tidy away toys and get their shoes, which they do happily and quickly as they look forward to the visit. This shows that children are developing very well in their personal, social and emotional

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

development. Children are very independent as they make decisions about what they want to play with and demonstrate how they can put on their own shoes. The childminder helps children to cope with their feelings and frustrations as she is calm and competent.

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

Settling-in periods are offered and are flexible to meet the individual needs of the children and parents. The childminder works successfully with families to ensure that children's care and learning is consistent; for example, she finds out from parents all she can before they start. This means that children cope well with the move from a familiar home environment to her provision. The childminder recognises when children need a nappy change or a nap and this is carried out as part of their normal routine. She knows how babies like to sleep and offers reassurance and rocking motions to help them settle. Consequently, their emotional needs are well met. Children have lovely relationships with the childminder. They throw their arms around her neck for cuddles and she reciprocates in a natural, warm manner. This ensures that children are self-assured, secure and feel safe with her.

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provision

The childminder has a good understanding of her responsibilities in meeting the welfare, learning and development requirements of the Early Years Foundation Stage framework. Her documentation is good, well organised and underpins practice well. She shares her written policies with parents, obtains various consent and gains regular verbal and written feedback. Parents are very pleased with the care that their children receive and positive comments on letters include; 'She provides my child with a safe, happy environment with lots of opportunities to learn and socialise', and 'my child loves being with the childminder'. The childminder provides regular verbal feedback to parents on children's care, learning and development. She uses a two-way daily diary book for the younger children and holds review meetings with parents every three months. This ensures that all aspects of the children's care and learning are discussed fully and demonstrates that

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provision

partnership with parents is good. The childminder is aware of the need to work with other professional agencies and childcare providers if children attend more than one early years setting to promote consistency. The childminder has a sound understanding of safeguarding children. She has clear child protection procedures, contact numbers and referral forms. She is aware of what she should do if she has concerns over a child's welfare and supervises the children at all times. Children's safety is further promoted because the childminder ensures the environment is secure, clean and risk assessed.

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provision

The childminder has successfully addressed the recommendations from the last inspection. This has helped her to improve planning, assessment and activities for the children. She has a positive attitude to her own personal development and attends regular training. The childminder accesses specific training that will help her to target particular children's learning needs. She also researches information to ensure she has a good knowledge of current practice and shares the information with parents. This ensures that she gains the relevant knowledge and understanding she needs to support children's learning and progress. It also shows that she continues to monitor and evaluate her provision so that it continually improves to benefit the children's care 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 EY357681 Local authority Gateshead Inspection number 878396 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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