Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 29/07/2013 24/01/2013

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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

 Children have good relationships with the childminder. They are happy, feel secure and are very settled as she is competent and caring in her approach.  The childminder is dedicated and committed to her role. She updates her knowledge through training and regularly uses self-evaluation to reflect on her provision. This helps her to identify clear priorities for improvement, which benefits children's care, safety and well-being.  The childminder has a good understanding of how children learn. She knows when to intervene and when to allow children to follow their own play. This supports children's overall learning and development very well.

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It is not yet outstanding because

 The childminder does not always use opportunities during daily routines to further extend children's learning, for example, by encouraging them to be involved in preparing their own snacks. This does not always fully enhance children's independence and mathematical learning.

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

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Inspection activities

 The inspector observed activities and routines in the main room, kitchen and bedroom and toured the premises.

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Inspection activities

 The inspector viewed a sample of documentation, including policies, children's diaries and learning journals, childminder's training certificates and completed questionnaires from parents.

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Information about the setting

The childminder was registered in January 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged four years, in a house in Brunswick Village, Newcastle upon Tyne. The childminder attends toddler groups and activities at the local children's centre. She collects children from the local nurseries, pre-school and school.

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Information about the setting

There are currently six children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates for 48 weeks of the year, from 7.30am to 6.30pm, Monday to Friday. She is a member of the Professional Association for Childcare and Early Years and holds a relevant degree in children's and young person's care.

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

 encourage and support children to be more involved in preparing their own snacks, to further promote their independence and early mathematical skills.

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who attend

The childminder uses a combination of children's interests, her observations and topical themes to help her plan interesting and stimulating activities that cover the seven areas of learning well. For example, when a child asked if they could make a shop, the childminder supports their ideas, so that they successfully carry out their plans. The childminder also differentiates activities, so that younger and older pre-school children are involved. This means that activities are effectively matched to children's age and stage of development. Therefore, all children join in and use a range of art and craft materials, such as clay and paint, to make objects and things to 'sell' in the shop. When their items are ready, they pretend to be the shopkeeper or a buyer and use money and a till. This helps children to socialise, learn about simple mathematics, take turns and use electronic toys. The childminder also displays her planning, photographs and children's work to show parents

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who attend

what their children have been doing. The childminder plans also build on children's interests very well. For example, when she noticed that two-year-olds were beginning to recognise colours, she initiated a 'Rainbow' theme. Planning documents show that the children will look at pictures of rainbows, use different coloured organza fabric to dance, sing the 'rainbow song' and use rainbow colours to paint.

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who attend

During well-planned, adult-led activities, young children eagerly explore the paint with brushes, their hands and fingers and the childminder supports them very well. For example, she shows them how to mix paint to make other colours. Therefore, when children successfully mix yellow and red together, they state 'that is orange, I made it, can you see it?' They are very proud of their achievements. The childminder also, generally, supports children's early mathematical skills and encourages conversation by asking open- ended questions. Consequently, children talk about what they are doing, such as painting 'strawberries' and 'making a rainbow' and they count correctly and in context. For example, they know that they have two brushes as they hold them up and state, 'One, two.' This means that children enjoy activities, which support their learning through play effectively. Consequently, they make good progress. However, opportunities during daily

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who attend

routines are not always maximised to further extend children's learning. For example, by supporting children to be involved in preparing their own snacks, such as allowing them to help peel, chop or count soft fruit as the childminder pre-prepares this for them. This does not always fully support children's independence and mathematical learning further.

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who attend

Children's work, photographs and written observations are displayed in lovely individual learning journal files. These show the different activities that children take part in, how they have made progress over time and parents also contribute to these. They add letters and comments about what their children enjoy doing at home or on holiday. This close partnership working and sharing of relevant information, ensures that all children make progress and can reach their full potential. Consequently, parents are effectively involved in their children's learning. The childminder uses a good tracker system, which helps her to gauge if children are showing typical development for their age. This helps her to identify any gaps in their learning and target specific help where needed. The childminder recognises when children are ready to progress onto the next stages in their learning, to help them prepare for pre-school, nursery or school. For example, younger children

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who attend

develop confidence and social skills by attending relevant groups. Older pre-school children take part in number games and rhymes and practise letter formation and sounds, to ensure they are ready to move on in their learning.

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

The childminder provides a warm, welcoming home, where children feel safe and secure. Children make statements about what they would like to do, which shows that they are very self-assured and make choices. They access their toys easily and independently. For example, when they want to write, they find small notebooks and pens and happily sit together on child-sized chairs and concentrate well on what they do. The childminder looks after two-year-olds. Therefore, she is very aware of their development needs with regard to helping them understand acceptable behaviour and learning to recognise the needs of others. She uses gentle reminders, such as why they should not throw toys and helps them to share by using clear explanations. The childminder also has multiple resources, such as, two buggies, plenty of dolls and provides extra containers when she notices that children want to sort out the coloured discs. This helps to prevent conflicts.

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

She also provides lots of positive, meaningful praise, which raises children's confidence and self-esteem well. Children remain safe as the childminder follows good safety routines and practices. She secures children into safety seats when they sit up at the kitchen table for craft activities and meals. They regularly practise fire drills, so they learn how to keep themselves safe. She also uses baby monitors and regularly checks children when they sleep upstairs. The childminder cannot currently use her garden as she is having building work carried out to provide a dedicated playroom. Therefore, she takes the children out daily. They visit parks and an area where they play on equipment and feed the ducks and swans. This helps to promote their good health. As part of her weekly routine, they also use facilities at a nearby Sure Start centre, toddler group and childminder 'drop-in' group. She also takes

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

children on regular outings to interesting places, such as children's museums and farms. These activities successfully promote children's physical development, social skills and learning about the wider world.

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

Children have good relationships and close bonds with the childminder. They throw their arms around her neck when she sits on the floor to play with them and she offers natural, warm cuddles and reassurance. This supports children's emotional needs very well. The childminder finds out all she can from parents before children take up a place, so that she matches her care routines to those they receive at home. Settling-in periods are offered to meet the individual needs of the children and parents. The childminder also works successfully with parents, to ensure that children's care and learning is consistent. For example, they exchange regular, ongoing information on children's needs, such as, potty training, changing sleep routines and behaviour management. This means that children settle quickly and learn to cope well with the transition from a familiar home environment to a different setting. The childminder also uses a written daily diary and sends a copy of

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

this information home every evening. Consequently, parents are very well informed. The childminder also ensures children's transitions to school are smooth as she works with teachers to share information.

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provision

The childminder has a good knowledge and understanding of how to implement the Statutory framework for the Early Years Foundation Stage in practice. She monitors the educational programmes and planning and assessment, by regularly looking through the children's learning journals and she checks the progress they make. The childminder also carries out research, based on her observations. For example, by finding out about children's 'schemas' to help her plan activities to meet their individual learning needs. She updates her risk assessments and policies, when the need arises, to ensure children remain safe. The childminder also attends regular training to keep herself up to date and often attends courses on a Saturday. This shows a dedication and commitment to her role as a childminder. Her most recent achievement was to complete a 'Food safety and catering' qualification, which further promotes children's health and well-being.

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provision

Arrangements for safeguarding children are good. The childminder has effective safeguarding and complaints policies, which are shared with parents. She has all the information she needs should she need to make a referral or seek advice if she is concerned about a child's care or welfare. She is also booked on a course to update her safeguarding training in the near future. The childminder understands her responsibilities to inform Ofsted of any significant events, for example, when the building work started on her home and when she was aiming to take on a permanent assistant. She has good recruitment and selection procedures in place and is aware that any other adults, who may work in her home in future, will be vetted by Ofsted. This means that children remain safe and well protected in her care.

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provision

The childminder uses self-evaluation well to help her identify her strengths and what she would like to improve. She always thinks about what goes well and what she may change, as she constantly evaluates her planning and activities. Her main priorities for improvement, include having her new playroom completed, developing more dressing-up and role play opportunities and providing different art and craft activities for the children. This shows that she regularly reflects on what she needs to do to promote continuous improvement, which benefits the children's care, learning and development further. She has also addressed the recommendations from the last inspection. This means that parents are more involved in their children's learning and they follow good routines to keep them safe, such as helping to tidy away toys before getting other things out.

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provision

Parents are pleased with the provision, questionnaires state, 'I am more than happy with all of the activities, there is always a variety; I feel that my child really enjoys her time with you and is always happy and chatty on her return'. The childminder has also produced her first 'summer' newsletter for parents, which gives them a summary of all the things children have been involved in. This helps to keep parents very well informed. The childminder works well with other childcare providers where the care of early years children is shared. For example, she regularly exchanges information with teachers and receives copies of their planning. This ensures that continuity and consistency is in place, which benefits the children's all-round 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 EY436023 Local authority Newcastle Inspection number 905110 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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