Childminder in Gateshead

Inspection date

Previous inspection date 26/06/2013 19/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 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, both within the childminder's home and when on outings.  The childminder sensitively helps children to settle into her setting. Children benefit from this as they develop warm, caring relationships with the childminder and her children, helping them to feel settled, included and secure.  The childminder provides stimulating activities that interest and motivate children. Consequently, children are making good progress in their learning and development.  Parents are very positive about the care and learning their children receive. The childminder works very closely with them, keeping them fully updated and sharing information regularly, providing continuity and consistency for all children.

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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.  Pictures and photographs showing familiar events and family members are not always displayed so the childminder can talk about these with the children to provide additional opportunities to promote their rapidly developing communication and language skills.

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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 snack time in the downstairs rooms of the childminder's home.

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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 children's learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents, through letters provided for the inspection and a parent spoken to at the inspection.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 10 years and 13 years in the Low Fell area of Gateshead. She uses the whole of the ground floor and the rear garden for childminding. The family has a snake.

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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 and pre-schools. There are currently 12 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She has a level 3 childcare qualification.

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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:

 expand on the opportunities to promote language and conversation by sharing photographs showing familiar events and family members and talk about them with the children.

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who attend

The childminder has a very good understanding of child development, the areas of learning and the characteristics of effective learning. Her observations, assessment and individual planning methods closely monitor children's progress. She records children's achievements and uses the Development matters in the Early Years Foundation Stage guidance to help her identify if a child is showing typical characteristics for their age. The childminder uses the information from her written assessments of children's learning to plan for their future learning. This significantly contributes to the good progress they are making in relation to their starting points, ensuring they are well prepared for the next stage of learning or for school.

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who attend

Children's individual learning journals include many photographs of them enjoying a wide range of activities and experiences. Children delight in looking at these and confidently name their friends and explain what they are doing. Their communication skills are promoted well as the childminder uses every opportunity to maximise interactions. For example, she offers a running commentary of what is happening, as well as encouraging children to vocalise and use simple signs. Consequently, children chatter as they play and very young children are beginning to make animal noises. The childminder has attended additional training in speech and language to help her support children who have been identified as needing further help to maximise their progress in language development. However, displays and books do not yet include photographs of children's, families, friends, pets and favourite people to help them develop their conversational skills even

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who attend

Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder regularly attends toddler groups to help develop children's social and creative 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. 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 successfully encourages children to get 'five trains', asking how many more are needed when they can only find three. The childminder is highly skilled at following children's interests. For example, she builds on their interest in playing on the large pirate ship at the park. Back home, they decorate their own pirate flags and go on a hunt to find the treasure chests covered in jewels. This effectively

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who attend

promotes their imagination skills. Children enjoy exploring different textures, such as glue, paint, sand and water, with the childminder sensitively recognising some children do not like to get their hands dirty.

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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. Parents comment that their children are 'developing well' and that the childminder 'encourages them to let her know what area of development they would like her to focus on'.

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

The childminder has cared for most children since they were babies. Children form secure attachments and are happy and content in her care. They benefit from consistent routines that help them settle quickly and feel secure. For example, the childminder works closely with parents to ensure that she follows children's home routines and knows that some children need to be gently reassured throughout the day about who is collecting them on an evening. She is warm and attentive to children's needs, which fosters their emotional and physical well-being. The childminder is sensitive in her support of children at times of change, for example, parents being in hospital. Consequently, they part from their parents and carers easily.

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

The childminder's home is suitably organised and welcoming. The living room is set up so children can independently access a wide range of toys and activities. These are stored in clearly labelled plastic boxes or are attractively set out on the floor and include those which reflect positive images of difference and diversity. Consequently, children show a strong sense of belonging at the setting. Children confidently explore their environment, showing high levels of interest in the resources provided. They eagerly seek the childminder's attention as they involve her in their play. For example, they ask her to help find the foam letters that form their name. Children respond well to the childminder's clear guidance and reassurance. They are polite and well-mannered, they say 'please' and 'thank you', often unprompted and even very young children willingly help with tasks, such as tidying away resources ready for snack time.

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

Children are encouraged to play amicably together and show care and concern for one another. The childminder sensitively supports them as they form friendships with their peers. She encourages them to play cooperatively, learn to take turns, share and compromise. She offers children meaningful praise for attempting to put on their own paint aprons and taking their shoes off when coming indoors. Children smile broadly when they receive a 'high five' for a job well done. This helps them behave well and develop skills to help in transitions to other settings. Alongside this, the childminder takes younger children to collect older ones from school and pre-school. This helps children become familiar with staff and the buildings.

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

Children's health is well promoted. They begin to learn to manage their own personal hygiene. For example, they know why they need to wash their hands before they have their lunch or after using the toilet and eagerly let the childminder smell their hands so she knows they have used soap. The childminder provides healthy meals and snacks for children, talking to them about healthy choices, such as why fruit and vegetables are good for them. The childminder sits with them as they eat, encouraging their independence skills as they eat their food. Daily opportunities are provided for children to benefit from playing in the fresh air and exercise. For example, they use the well-resourced garden area, have fun as they go for walks, visit the beach and clamber on the large equipment in the play park. Children are learning to keep themselves safe. For example, they learn about road safety; younger children know they have to hold onto the buggy or wear wrist

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

straps and are learning to stop, look and listen for traffic before crossing the road. Older children eagerly explain to adults the safe procedures they follow, for example, by holding hands and waiting for the green man to cross the road. Parents comment positively about how the childminder 'puts the safety first of all the children in her care at all times'.

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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She is an experienced, qualified childcare practitioner who clearly likes caring for children. The childminder ensures her procedures are up to date and that her service is in line with legal requirements, making sure that parents also receive any necessary updates. She promotes children's safety well, having clear policies which she uses to underpin her practice. Consequently, children are well protected. Children's safety is further enhanced through regular risk assessments and daily safety checks of the premises and for any outings. For example, the childminder often walks ahead of older children on the route to pre-school so she can check for broken glass. This reduces the chance of any accidental injury. The childminder has a current first aid certificate, further protecting children in the

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. The childminder carefully reflects on activities and uses this information, along with her secure knowledge of children's interests to help with future planning. She supports children to take part in a good range of child-initiated and adult-led experiences, which are interesting and varied.

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provision

The childminder is committed to offering good quality of care for the children and their families. She carefully reflects on her practice and is clear about her priorities for the future. For example, she gains feedback from parents to enable her to shape the service, which she provides, to the needs of the children currently attending. The childminder researches on-line and uses childcare publications to keep her practice up to date, as well as receiving some support from the local authority advisory team. Alongside this, she regularly meets with other childminders to share good practice. The childminder has a clear focus of helping children to make good progress in their learning and development, while having an enjoyable time with her. She has positively addressed the recommendation made at her last inspection.

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provision

Strong relationships have been formed with parents, with the childminder keeping them fully informed on a daily basis of their children's progress and welfare. She regularly sends them emails, photographs and text messages, which they really appreciate. Parents' comments are highly positive. For example, they say they are impressed with the childminder's 'patience and calming nature' and her 'professional behaviour management skills' and that she is 'reliable, caring and flexible'. The childminder has regular contact with the pre-school children attend. She reads the newsletters, noticeboards and speaks with staff. However, other ways to build upon this close working relationship have not been fully explored in order to further enhance continuity and progression in 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 EY275664 Local authority Gateshead Inspection number 924481 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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

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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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