Childminder in DarlingtonOfsted inspection, 18 Jul 2013

Inspection date

Previous inspection date 18/07/2013 29/06/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are settled in the childminder's care and have their individual welfare needs met as the childminder gathers sufficient information from parents at the start about their daily routines and individual care requirements.  The experienced childminder provides a warm and welcoming environment for children. This promotes their sense of security and belonging.  The childminder generally provides a suitable range of resources and activities which cover most areas of learning. This supports children in making suitable progress in their learning and development.

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It is not yet good because

 Observation and assessment of children's progress is not sufficiently robust to ensure that planning is matched to children's needs and the educational programmes provide a range of appropriately challenging activities across all areas of learning.  The sharing of information about children's ongoing development with parents and other providers is not sufficiently well embedded. This does not fully support continuity of learning for children.  The childminder is sometimes too prescriptive and too directing with the children during their play. This does not fully support children to explore and learn independently.  Opportunities for children to fully explore and celebrate people's differences are limited, this does not fully develop children's understanding of the world around them.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning journey records, a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents through written comments that they left for the inspection.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1975 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Darlington. The whole of the ground floor is used for childminding. There is a rear garden for outdoor play. The family has two pet dogs.

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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 eight children on roll, of whom three are in the early years age group who attend for a variety of sessions and five are school-age children who attend before and after school. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 use the observations completed on children's learning to accurately identify the next steps in each child's development and use this to inform future planning, so that activities provide appropriate challenge and therefore support children's good progress across all areas of learning

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must:

 improve the two-way sharing of information about what children can do and are interested in, with parents and other providers who also care for the children, to involve them in children's learning and development.

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

 enhance children's learning by supporting them when required but without taking over or overly directing their play and learning

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

 develop further opportunities for children to learn about similarities and differences that connect them and distinguish them from others, for example, through providing further resources which represent diverse backgrounds.

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who attend

The childminder has a satisfactory knowledge of the learning and development requirements of the statutory framework for the Early Years Foundation Stage. She has many years of experience as a childminder and uses this to provide a suitable range of activities that generally cover all areas of learning. The childminder carries out ongoing observations of children's progress which she suitably links to the areas of learning. She can adequately describe her general learning intentions for each child, for example, continuing with their language development and self-care skills. However, she has not fully analysed her ongoing observations to accurately identify children's next steps in learning. This results in planning not always being sufficiently based on children's individual development to support them to make better than satisfactory progress in preparation for starting school.

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who attend

The childminder is warm, friendly and attentive to the needs of the children. She sits on the floor with them and participates in their chosen activities; giving them praise and offering encouragement as they play. She appropriately extends their language as she names the colour of bricks as they select them and tries to encourage children to repeat the names of animals after her. Children develop their hand to eye coordination as they try to stack bricks. However, sometimes the childminder is too prescriptive with the children and does not give them time to explore and learn for themselves. For example, she tells them where to put the bricks. This was also evident during a painting activity, when the childminder painted the children's hands and placed them on the paper. Although, this provided a nice record for parents of their children's handprints, the children did not follow it up with the opportunity for children to explore the paints for

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who attend

themselves. This does not fully demonstrate effective characteristics of learning.

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who attend

The childminder explains how children have regular opportunities to be physical, this includes, walks to the park, playing in the garden and visiting soft play areas. Their physical skills are also promoted as they attempt to grasp pencils, to begin early mark making. The childminder describes how children begin to learn about the world around them, for example, through nature walks and trying Chinese noodles. However, further resources and opportunities to support children in developing a positive attitude towards disability and difference are limited. The childminder suitably supports the children to develop their counting and number skills. For example, she encourages them to identify the numbers on buses as they walk to school and they play counting games, such as dominoes.

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who attend

The childminder keeps parents up-to-date about their child's activities and learning through daily feedback and access to their child's learning journal. However, effective systems for parents to contribute ongoing information about what their children are interested in and can do at home have not been established. This means that this information is not fully taken into account by the childminder when planning activities.

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

The childminder has clearly developed close and caring relationships with the children. This is evident as children come to her for cuddles and give her kisses. The childminder finds out about children's individual needs, such as dietary and medical needs from parents prior to children starting. This is combined with settling-in visits which help the children to become familiar with the childminder. This promotes a smooth transition from home into the childminder's care and results in children who feel safe and secure. Suitable use is made of space in the childminder's home to allow children to play freely and safely. The childminder sets out a suitable range of resources each day prior to children's arrival. This encourages them to make independent choices about what they want to play with.

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

Children are effectively supported in behaving well as the childminder provides appropriate praise and encouragement to promote their self-esteem. She encourages them to share and take turns with resources and uses discussion with older children to help them to learn right from wrong. The childminder takes children to local play groups where they can develop their social skills and mix with their peers. This, along with accompanying older children as they walk to school, helps to familiarise and prepare children for moving to nursery or school.

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

Children are developing self-care skills through appropriate daily routines, such as washing their hands after using the bathroom. The childminder has a suitable understanding of the importance of providing healthy snacks and meals for children. This is combined with daily opportunities to be physical. This supports children's good health. Children are beginning develop an understanding about how to keep themselves safe, for example, they practise road safety and regular fire drills.

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provision

Children are appropriately safeguarded as the childminder demonstrates a sufficient knowledge and understanding of how to protect children in her care. She has completed additional safeguarding training and has a range of written policies and procedures which are shared with parents at the start. The childminder carries out visual risk assessments of her home to ensure that children are cared for in a safe environment. This is combined with adequate safety procedures, such as supervising children and using socket covers.

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provision

The childminder has a satisfactory understanding of the learning and development requirements of the Early Years Foundation Stage. She uses this to ensure that she provides sufficient experiences to support children in making satisfactory progress towards the early learning goals. The childminder carries out progress checks at aged two for children and shares these with parents. The childminder shares some information about children's care needs with other providers of the Early Years Foundation Stage and ensures that messages are passed onto parents. However, information has not been shared about children's individual progress towards the early learning goals. This does not fully support continuity of learning for children who attend more than one setting. The childminder has made suitable use of the Ofsted self-evaluation form to monitor and evaluate her practice. This is combined with attending relevant training and discussing

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provision

practice with other childminder's. Feedback is obtained from parents through the use of questionnaires, and parents are positive about the care and learning she provides for their children. The childminder has sufficiently addressed the recommendations raised at the previous inspection, this includes making her resources more accessible for children. This helps to promote children's well-being and demonstrates a suitable commitment to continuous improvement.

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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 300953 Local authority Darlington Inspection number 876644 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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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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