Childminder in North Tyneside

Inspection date

Previous inspection date 15/07/2013 07/02/2011

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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 provides a warm and welcoming learning environment which ensures children are happy, enjoy what they are doing and talk and play with adults and each other.  Children make good progress in their learning as the childminder has awareness of their individual needs and a good understanding of how children learn.  Children's needs are identified and effectively met through well-established and good partnerships between parents and external agencies.  Children build secure attachments with the childminder. As a result, they demonstrate friendly behaviour, show affection and form good relationships with other children present.

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It is not yet outstanding because

 Opportunities for children to engage in open-ended activity with natural objects and materials are not always effectively promoted. This is because most toys and equipment are commercially produced and cannot be used, moved and combined in a variety of ways as children progress towards excellence.  There is scope to improve the sharing of information with other providers of the Early Years Foundation Stage to further support continuity of care and learning for children who attend more than one setting.

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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 spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed children's activities and the areas of the home they have access to.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector viewed and discussed with the childminder regulatory documentation regarding children's details, and a sample of policies, risk assessments and safety procedures.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a house in North Shields, Tyne and Wear. The whole of the ground floor, the bathroom and toilet on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the 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 for a variety of sessions. She operates all year round from 8am 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:

 develop further opportunities for young children to engage in activities that do not require an end result by providing natural and stimulating resources, which are accessible and open-ended so that they can be used, moved and combined in a variety of ways

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

 build on existing partnerships with other early years settings children attend in order to further support and complement children's learning and development.

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who attend

The childminder is a qualified, experienced childcare practitioner. She has a good understanding of the Statutory framework for the Early Years Foundation Stage and provides a broad range of activities and experiences to promote children's development in all areas of learning. The childminder responds well to each child's emerging needs and interests and guides their development through warm, positive interaction. As a result, children enjoy discovering new things and use their senses to explore the experiences available each day. Children are observed regularly and have detailed learning journal files containing good quality observations and assessments. The childminder documents learning well and accurately links information to the areas of learning and clearly shows how next steps in learning will be achieved. For example, when children begin to show an interest in letter sounds, the childminder plans a range of activities to enhance their

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who attend

understanding. This enables them to hear and say the initial sounds in words and provides a good foundation for future literacy development. Consequently, children make good progress and are well prepared for the next stage in their learning, especially when they move into school. Parents are kept well informed of their child's learning and development and are provided with opportunities to share examples of children's learning at home. They have regular access to children's files and the childminder uses information from home effectively to extend children's thinking. For example, when children return from holiday, the childminder encourages them to look at travel brochures and make simple postcards.

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who attend

The childminder support learning and development well. She provides a good selection of fact and fiction books and encourages children to share stories with each other. They thoroughly enjoy sitting on the sofa and begin to 'read' by themselves. Children make comments, such as, 'Would you like to hear this one first?' and 'My pig likes jumping in big, muddy puddles'. This enhances their expressive language skills and develops the skill of reading for pleasure. Younger children enjoy handling books and babble as they turn the pages. The childminder supports their early attempts at language and tries to 'tune in' to the different messages they are trying to convey. This enables children to develop self- esteem and confidence in using sounds and words to communicate. Children with identified speech delay are equally well supported. This is because the childminder uses advice provided by external agencies, such as speech and language therapy services, to

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who attend

support individual children's needs. She incorporates activities to extend spoken language into her everyday activities. This enables children to make accelerated progress based on their starting points. Parents are delighted with the progress children make and write comments, such as 'We believe the care and attention our child has been given has contributed enormously to their learning, development and understanding.'

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who attend

Overall, the childminder provides a good selection of age-appropriate toys, equipment and resources in the living room area of her home. They are well organised, easily accessible and children make independent choices from the range available. However, children do not always have access to natural materials. Most toys and equipment available are commercially produced and cannot always be used, moved and combined in a variety of ways. Therefore, they do not always support children's engagement in open-ended play. Children are provided with a wide range of opportunities to develop their physical skills. Indoors they show control in holding tools, such as paint brushes and glue spreaders, turn pages in books and push toy cars across the floor. Outdoors, they use slides, bikes and trikes and practise movement skills using bats and balls.

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

Children are happy and thoroughly enjoy spending time in the childminder's home. A calm, harmonious atmosphere is created and children develop strong attachments and enjoy relationships that are close, warm and supportive. The childminder provides a high standard of care and children's individual needs are well met. She empathises with children and supports their emotions. For example, when children appear unwell, she cuddles them in and talks in a kind, sensitive way. Children enjoy making friends and like playing and spending time together. This develops a sense of belonging in the childminder's home and children feel positive about themselves and others. Children behave and cooperate well with each other. This is because the childminder affirms and praises positive behaviour and models being fair. For example, she talks gently to children about sharing resources, such as stickers and creative materials, when they create their

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

own pictures. The childminder shares behaviour management strategies and discusses rules and boundaries with parents, to maintain a joint approach.

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

The childminder endeavours to find the best ways to offer care, nurture and learning that match the needs and interests of individual children. She obtains good quality information from parents when children first begin attending, such as, sleep patterns, likes, dislikes and individual preferences. Children make visits with their parents before staying on their own. Alternative arrangements are made for children who find it difficult to settle. For example, the childminder arranges to visit children in their home environment. This ensures routines can be followed and continuity in their emotional and physical well-being is well maintained. Children are equally well supported when they are preparing for the next stage in their learning. They make visits to school with the childminder to become familiar with teaching staff and their new surroundings.

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

Children are encouraged to be independent within the childminder's home. They meet their own personal needs and wash their hands after painting and before eating. Skills, such as putting their own shoes and clothing on, are actively encouraged. Children learn about safety when they engage in activities with the childminder. For example, they talk about the importance of keeping their seat belt fastened when travelling in the car as they play with toy cars in the living room. Children are provided with daily opportunities to be physically active and exuberant. Experiences and opportunities are provided in the garden and regular outings are made to the local park and the beach. This ensures children have daily access to fresh air, which supports their physical well-being. Children bring their own packed lunch to the childminder's home and she provides additional snacks, such as fruit, on a daily basis. This supports children's growing understanding of the importance of a

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provision

The childminder maintains a good overview of the Statutory framework for the Early Years Foundation Stage and ensures the indoor and outdoor environments cover all areas of learning. She observes children closely and has a good awareness of areas of her practice that are working well. She carries out regular reviews of children's progress. This gives her a good understanding of individual strengths and areas where children may require additional support. Partnerships with parents and external agencies are well established and make a strong contribution to meeting children's needs. As a result, appropriate interventions are secured and children receive the support they need. There are clear links with local schools and the childminder has been proactive in her approach to sharing information with school teachers. However, there is room to strengthen these partnerships so that there is a more effective shared knowledge about children that will support

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provision

continuity in their learning and achievements and help to ease the move onto full-time education.

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provision

The childminder gives high priority to safeguarding children. She has a good understanding of her role and responsibilities in protecting children from possible harm and neglect. This is combined with a clear written policy and procedures to follow if she ever had a concern. The childminder organises her provision well and all required documentation to support the effective management of her setting is in place. For example, risk assessments, a range of written policies and detailed children's records. Children are further safeguarded as the childminder's home is secure at all times and doors throughout her property are locked.

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provision

The childminder is committed and enthusiastic about developing her practice and maintaining continuous improvement. She has very good awareness of the strengths of her practice and talks confidently about plans for the future that aim to support children's developments over time. For example, by visiting local toy loan services to gain access to puppets to use alongside children's story books, the childminder aims to further develop children's early literacy skills and enable them to engage in role play. Other plans include furthering her professional knowledge through training. In particular, the childminder would like to enhance her understanding of letters and sounds, to further support children's early reading skills. The childminder gains the views of parents verbally and through the use of written documentation. She gathers children's view through ongoing discussions and observations of their play. The childminder works well with other

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provision

practitioners working in her local area and makes good use of toddler and childminder drop-in sessions to support her professional 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 EY221755 Local authority North Tyneside Inspection number 819566 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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