Childminder in Newcastle upon TyneOfsted inspection, 29 Jul 2013

Inspection date

Previous inspection date 29/07/2013 25/07/2011

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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

 Children enjoy a range of interesting experiences to support their learning and development. The childminder uses observation and assessment well to identify children's individual next steps of learning and plans activities to support them to achieve.  Children's transition from home into the setting is very well supported. This contributes to children developing a secure sense of well-being, in order for them to be effective learners.  The partnerships with parents are good. The childminder provides opportunities for them to share information about their child that helps her to clearly identify starting points for learning. Parents are encouraged to be involved in supporting their children's learning and development, so that they make good progress.  The childminder has a good understanding of the safeguarding and welfare requirements, which are effectively met. She understands her role and responsibility to

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This provision is good

ensure children are kept safe and protected.

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It is not yet outstanding because

 Opportunities for children to use reclaimed and open-ended materials outdoors have not been fully maximised.

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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 made observations of children, while they were engaged in activities in lounge, playroom and garden.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Inspection activities

 The inspector spoke to the childminder and children at different times throughout the inspection.

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Inspection activities

 The inspector took account of parent's views, through written documentation they had provided for the inspection and the information from the settings self- evaluation.

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Information about the setting

The childminder was registered in January 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Gosforth, Newcastle upon Tyne with her husband and children aged six- and four-years-old. The home is situated in a residential area close to the local schools and shops. The ground floor of the home, which includes a toilet, is used for childminding. There is an enclosed rear garden and patio area for outdoor play. There are currently seven children attending of these, four are in the early years age group. The family has cat. The childminder operates Monday to Friday, all year except for family holidays.

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

 enhance the outdoor learning environment further by offering a range of materials, which children can use and combine in their own way to meet their own purposes. For example, flexible and rigid pipes, logs and planks of wood, netting and cardboard boxes of different shapes and sizes.

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who attend

The childminder demonstrates a good knowledge of how children learn and play. She provides a well-balanced range of adult-led and child-initiated activities. Her regular observations and assessments and information sharing with parents help her to effectively identify and plan for children's learning priorities. This includes completing and discussing with parents of two-year-olds, her summary of their child's development in the prime areas of learning. This combined with the effective tracking of children's progress enables her to identify any gaps in a child's development or in the range of activities she provides. Parents are well informed of their children's progress through regular conversations and also children's diaries, where the childminder records their achievements, observations and next steps. As a result, parents are able to support their children's learning in the home.

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who attend

The childminder places a strong emphasis on promoting children's communication skills. She patiently encourages young children to communicate using single words and simple phrases and uses pictures and familiar objects to reinforce their language skills. For example, as they play with the lotto cards she names the pictures when the child points to them. Children are keen to participate and demonstrate confident abilities in all aspects of their development. For example, they show excitement and delight during art activities as they experiment with paint and sponges. They develop their own ideas, using their hands and fingers to create patterns and shapes with fine movements. The childminder responds to young children's interest in the shape sorter and sensitively joins in with their play. For example, she models how to slot the block into the shape sorter and this stimulates the child to copy her actions and begins to help them to problem solve. Children's personal

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who attend

development and social development are good. Within a very supportive environment, children develop good levels of self-esteem and belief in their own abilities and so they enjoy learning. Through this they are developing an important range of skills, such as cooperation and perseverance and an enjoyment of learning that will help them in the next stage of their learning and eventually the move to school.

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who attend

Children competently use interactive toys. They press the buttons to make things work and listen to the musical sounds they make. They also have opportunities to learn about the world around them. For example, they visit museums and enjoy trips to the farm and park to look at the birds and learn about other animals. In addition, children also benefit from growing fruit and vegetables, such as, strawberries, carrots and beans. This develops their understanding of how to care for living things. Children enjoy playing in the garden using ride-on toys and climbing, which effectively promotes their physical skills. However, reclaimed and natural resources that children can use, move and combine in a variety of ways outdoors have not yet been fully embraced. This means opportunities for them to play and explore imaginatively are less well promoted. Children have good opportunities to explore their creativity. They do this through using paints and glue and stick resources to

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who attend

make collages and pictures to display or take home to their family.

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

Children are happy and secure within the childminder's home as she builds positive relationships with them and responds to their individual needs. As a result, children are confident in participating and trying out new activities and experiences that support their learning and development. The childminder encourages parents to give her as much information as possible about their children's interests and backgrounds. This helps her to get to know each child well and helps them experience a smooth transition from home into her care. The childminder makes good use of space to create a welcoming, child- friendly environment, both indoor and outdoor. She provides children with an abundance of good quality, age appropriate resources, which they can freely and safely access. This effectively fosters their independence and decision making skills.

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

Children's health and well-being are effectively promoted because the childminder works closely with parents to ensure she has all the relevant information to support them. The childminder provides activities to help and support them to develop an understanding of healthy lifestyles. They access fresh air daily as they play in the garden or visit the local parks, where they use a range of equipment, such as slides and swings to enhance their physical skills. Children's self-esteem is promoted as the childminder offers continual praise and encouragement for every achievement, no matter how small. She is always close at hand to offer support. Children socialise with their peers as the childminder takes them to groups in the local area. This helps them to develop the necessary skills for future learning, such as, making friends, sharing and taking turns. The childminder ensures children play safely. She is vigilant and her careful supervision

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

and guidance help children develop skills to keep themselves safe. For example, safety gates are in place to prevent them using the stairs unsupervised. Children develop a very good understanding of keeping themselves safe. They learn to cross the road effectively and safely with the adults during their walks and are also involved in the fire evacuation practise of the setting. Children's behaviour is managed well. They learn to have fun, share and include everybody in their games. As a result, they build positive relationships and learn to be responsible for their own actions.

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provision

Children are effectively safeguarded because the childminder demonstrates a secure understanding of her role and responsibility to keep children safe. She is fully aware of the procedure to follow should she have a concern about a child in her care. She has devised a clearly written child protection policy, which is shared with parents. The childminder ensures children's safety is of the highest priority. All areas of the home and garden are risk assessed and action is taken to minimise the potential for harm. The childminder manages the educational programmes well, so that all children develop the skills they need to take part and explore, becoming active learners. She makes best use of her knowledge about how children learn and develop, providing activities which add excitement and interest to their learning experiences. She closely monitors each child's progress to ensure that they receive suitably challenging activities and appropriate

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provision

The childminder demonstrates a positive attitude to inclusion and offers a warm welcome to all children. The partnership with parents is good. The childminder discusses home routines and family practices, so that they can adopt a common and consistent approach that effectively helps children to settle and progress. She ensures that parents are kept well informed about their child's day, care and activities, as well as their progress. Parents receive frequent texts from the childminder, which enables her to share children's special 'wow' moments with them, as well as keeping them informed of any significant events or issues. The childminder has involved parents in the feedback and evaluation process through the use of questionnaires. Comments are positive and parents are very pleased with the care that their child receives and how well they are kept up to date with their children's progress. The childminder has made good links with staff from the local school

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provision

and demonstrates a good understanding of the benefits of sharing relevant information with other practitioners to ensure continuity in children's learning.

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provision

The childminder demonstrates a strong commitment to developing her skills and has attended a number of short training courses and has completed a level 3 qualification in childcare. This supports her in maintaining and developing her knowledge and childcare skills. The childminder has effectively addressed previous actions and recommendations and devised and embedded her own effective monitoring and improvement planning. This includes the childminder's well-established tracking of children's progress, enabling her to readily identify gaps in their learning and/or her educational programme. Parents and children are actively involved in the process of evaluation achieved through discussion. This ensures that their views are listened too and taken into account.

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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 EY419268 Local authority Newcastle Inspection number 875658 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

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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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