Childminder in Durham

Inspection date

Previous inspection date 09/07/2013 01/02/2011

p.1

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

p.1

This provision is good

 Children are happy and settled and enjoy their time with the childminder as she provides a safe, clean and friendly environment that supports their individual needs well.  The childminder has good teaching skills and a secure understanding of the learning and development requirements of the Early Years Foundation Stage. This is combined with a wide range of activities to support children in making good progress in all areas of learning.  Effective partnerships between the childminder and parents mean that the childminder has a good understanding of children's individual needs and parents are kept well informed about their child's ongoing progress and development.  Children are skilled and confident communicators. They confidently express themselves and show good levels of independence, curiosity and imagination.

p.1

It is not yet outstanding because

 There is room to develop the organisation of the childminder's resources so that children can make further independent choices and enhance their good learning.  Opportunities for children to further develop their self-care skills, for example, by helping to prepare their own snacks are not consistently implemented.

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 had a tour of the premises and observed children playing.

p.2

Inspection activities

 The inspector looked at children's learning journey records, a selection of policies and children's records and involved the childminder in a joint observation of an activity.

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

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 adult son, his partner and their two-week-old baby in South Hetton. The whole of the ground floor is used for childminding. There is a rear garden for outdoor play. The family has three dogs as pets.

p.3

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 13 children on roll, of whom four are in the early years age group who attend for a variety of sessions, and nine are school-age children who attend before and after school. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 enhance children's independence by ensuring that all children are aware of the available resources so that they can make independent choices about what they would like to play with

p.3

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

 extend opportunities for children to develop their self-care skills by encouraging them to be involved in the preparation of snacks and meals.

p.3

who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a wide range of activities both inside of the home and at various playgroups, which cover all areas of learning. This helps and encourages children to take the next steps in their learning. As a result, children are making good progress towards the early learning goals and are well prepared for starting school. The childminder works closely with parents from the start to support children's learning. She gathers information from parents about what their children are interested in and what they can do at home. This is combined with initial observations to identify children's starting points. Individual learning journals are in place for all children; these include photographs, examples of children's work and observations of them at play. These are linked to the areas of learning and are used effectively to identify the next steps in

p.3

who attend

children's learning and assess their progress. This information is used, alongside information gathered from parents and other providers of the Early Years Foundation Stage, to plan activities which are based on children's interests and next steps in learning. Daily discussion, along with reading their children's learning journals and regular progress reports, ensures that parents remain involved and up-to-date with their child's progress.

p.4

who attend

Children's early communication skills are fostered very well due to the positive interaction by the childminder. She engages fully in all aspects of their play and skilfully extends children's language through her good use of open-ended questions and discussions. For example, the childminder encourages children to describe the pieces of train track they have, introducing language, such as 'straight, curvy, left and right' into their play. As a result, children are articulate and confident in their speech.

p.4

who attend

The childminder encourages children's problem-solving and counting skills through all aspects of their play. For example, as they build a train track she encourages them to think about how many pieces they might need and which pieces will fit. Children show effective characteristics of learning as they remain focused on the activity for extended periods of time. The children display effective problem-solving skills as they discuss which pieces of track are needed and confidently explain, 'that won't work, we need one that will keep it together'.

p.4

who attend

Children have good opportunities to develop their early hand-writing skills. For example, the childminder supports them as they use electronic toys to trace letters and make shapes. The childminder provides a good range of resources to support their hand to eye coordination and physical skills. For example, the children use pencils and crayons to make pictures and are supported to hold scissors correctly to cut out pictures. Children gain an understanding of their local community as they go on regular visits to toddler groups, the local church and parks. Planned activities to help children learn about Chinese New Year and Diwali along with appropriate resources, helps children to develop a sensitive understanding of the wider world. Through the positive adult interaction and support provided by the childminder, children progress well within the expected levels for their ages.

p.4

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

Children have clearly developed strong attachments with the childminder and are happy and settled during the time they spend with her. They confidently approach her to join in with their play and she is warm and friendly in response to them. The positive attachments the childminder has with the children are supported by effective settling-in procedures which means that children's transition between home and the childminder's setting are well supported. The childminder uses clear and age-appropriate boundaries for managing children's behaviour. This helps them develop an understanding of acceptable behaviour, such as the importance of sharing. The childminder supports children well to develop the confidence, independence and skills they need as they move onto the next stage in their learning at nursery or school. This is done through everyday routines, such as encouraging children to dress themselves and trips to local toddler groups where

p.4

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

children are able to socialise with their peers. Younger children become familiar with local settings as they accompany older children on their daily walks to nursery and school.

p.5

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

Children play in a child-friendly environment with a good range of age-appropriate toys and equipment that effectively supports their overall well-being and care. The childminder sets out boxes of toys based on children's interests and next steps in learning, prior to them arriving. Older children confidently ask for any resources that they would like which have not been set out. However, there is scope to further improve children's access to resources so that they can make further independent choices about 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 opportunities for regular fresh air and exercise. For example, children wash their hands after using the toilet. The childminder understands the importance of providing children with a healthy and balanced diet, for example, the children enjoy snacks of fresh fruit. However, there is room to further develop children's self-care skills through providing consistent opportunities for them to help to wash and prepare snacks. The childminder enables children to play safely through her close supervision and guidance. Alongside this, children learn to keep safe through daily routines, such as practising road safety and their involvement in the regular fire drill practices. Children confidently discuss during their play, how 'you must stop at the red light and go on the green'. This demonstrates their good understanding of keeping safe.

p.5

provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding and welfare and the learning and development requirements of the Early Years Foundation Stage. She monitors the observations of children's progress to ensure that all areas of learning are being covered. The childminder has good procedures in place to complete progress checks on children aged two. These are shared with other professionals and parents and used effectively to identify any gaps in children's learning. Partnerships with parents are good and they comment positively about how much their children enjoy spending time in the childminder's care. The childminder shares important information, such as her policies and procedures with parents at the start. Further important information, such as her certificate of registration and the complaints policy is clearly displayed. This means that parents are well informed about the service she

p.5

provision

provides. The childminder works closely with other providers of the Early Years Foundation Stage. For example, she shares her learning journals and gathers information about their planning. This helps to ensure continuity of learning and care for children who attend more than one setting.

p.5

provision

Children are effectively safeguarded as the childminder has a good understanding of her role in protecting children. She has completed training relating to safeguarding issues and is well informed of the procedures to take should she be concerned about a child in her care. Children's safety in the home and on outings is promoted well. The childminder has completed risk assessments and uses appropriate safety equipment to ensure that identified risks are minimised, for example, using fire guards and cupboard locks. All documentation required to effectively safeguard children and support their welfare is in place and up to date, including children's details and medication records. The childminder has good procedures in place to ensure that all persons living in her home have had the appropriate checks to ensure their suitability to be around children. She also has a good understanding of the importance of ensuring that children are never left unsupervised with

p.5

provision

any visitors to her home. This further safeguards children.

p.6

provision

The childminder demonstrates a positive attitude towards developing her practice through attending regular training and reflecting on her practice through attending childminder network meetings. Questionnaires are used to gather feedback from parents and the childminder has completed a self-evaluation form to evaluate her practice. As a result, the childminder has a good understanding of her areas for development. The childminder has addressed the recommendation raised at the previous inspection and this has resulted in more opportunities for parents to actively contribute to their child's learning journal and progress reports. This effectively supports meeting children's needs and shows a commitment to continuous improvement.

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 EY260067 Local authority Durham Inspection number 921295 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 4

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