Childminder in Gateshead

Inspection date

Previous inspection date 09/08/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 plans fun activities that are firmly based around children's current interest. This supports their development, helping them to make good progress.  The childminder promotes the health and safety of the children in her care successfully. She assesses risks within her premises and while on outings and minimises hazards, so that children have good access to a variety of activities and experiences.  Warm, caring relationships have been established between the children and the childminder, which ensure the children feel happy, settled and secure in her home.  The partnerships with parents are effective. Communication is good with regard to meeting care needs and parents are encouraged to be involved in supporting their children's learning and development, so that they make good progress.

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It is not yet outstanding because

 There is scope to extend opportunities that help develop children's counting skills.  There is scope to encourage children to be more involved in the planning of activities.

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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 the children while they were engaged in activities in the dining room 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, taking into account the needs of the children.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged 13 and four years in Swallwell, Gateshead. The whole of the ground floor and the first floor bathroom is used for childminding. There is a garden available for outside play. There are currently three children on roll, of these one is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays

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

 enhance children's awareness of number and counting, for example, by using everyday routines and spontaneous play to count out items and through the use of number songs and rhymes

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

 extend opportunities for children to be involved in the planning and preparation of activities.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage, which means that she provides a wide range of exciting activities for children. She ensures each child makes steady progress through her good observations, where she is able to clearly identify the next steps in their learning. The childminder works with parents to assess children's progress, so that they can note at an early stage any gaps in learning. This means that the childminder and parents can consistently work together to provide the precise support for their children to learn effectively and become ready for school. The childminder ensures parents are very well informed about children's activities and routines and how best to support children's learning at home. She encourages them to share home observations and information about family outings and events, so she can extend children's learning in connection with their interests. This means that parents are actively

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who attend

Children are motivated to learn because the childminder provides plenty of support, encouragement and guidance. They acquire new knowledge and skills as the childminder answers their questions and provides challenging activities. Children thoroughly enjoy using cars in paint to make patterns on paper but have limited involvement in preparing the activity. The childminder models language by providing commentary in the context of children's actions. For example, she says 'is that heavy?' as children try to pull the pretend petrol pump to the car. This helps children to make links between their actions and to understand new words and phrases. The childminder helps children to learn, by talking to them and skilfully asking them questions to make them think, such as 'which colour would you like?' and 'can you show me the green one?' However, she does not always expand other aspects of learning during their spontaneous play, such as counting the number of

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who attend

cars they use as they make patterns in the paint.

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who attend

Children use imagination well in role play. For example, they pick up the telephone, saying 'hello' and pretend to put petrol in the push along car. They also enjoy using a good range of art and craft materials, which helps to develop their creativity and promotes their sense of achievement and enjoyment. For example, they show a deep level of involvement and concentration as they dip the wheels of the toy cars into the paint to make patterns. Children have further opportunities to make marks with crayons, pens and chalk and are keen to take home their creation to share with their parents. Children ably press buttons to operate toys incorporating technology, such as sound and musical toys. Consequently, this means that children can explore and discover how things work.

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who attend

Children are beginning to value and recognise similarities and differences within society through a good range of positive image resources, such as jigsaw puzzles and books. The childminder understands that being outdoors has a positive impact on children's sense of well-being and promotes their overall development. For example, they develop their physical skills through the use of the climbing and balancing equipment in the childminder's garden. Children develop their knowledge of the world through going on walks in the local environment.

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

Children are relaxed in the childminder's care and they happily go to her for comfort, reassurance and support. The care with which the children are nurtured ensures that warm supportive relationships are well established with the childminder. This successfully fosters children's emotional well-being. Flexible settling-in procedures help children to adjust at a pace that reflects their needs and parental requirements. As a result, they are at ease and this ensures a smooth transition from home into the care of the childminder. During this period the childminder collates relevant details from parents. For example, home routines, children's specific needs and preferences, which helps her to plan for their individual needs.

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

Good use is made of space in the home to provide children with a wide range of different activities and experiences. Resources are easily accessible and the childminder ensures that all toys and equipment are developmentally appropriate for children in her care. She spends time with the children, interacting effectively in a natural and sensitive way and ensuring they are well supported. Children's behaviour is managed positively through clear boundaries and explanations contributing to their confidence and self-esteem. The childminder carefully takes into account children's individual needs, level of maturity and capabilities when she helps them to understand how what they do affects others. She understands the importance of integrating children into the community. As a result, children are well supported to make smooth transitions to other settings and school.

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

Good care is taken to ensure that the food provided is healthy, balanced and nutritious. For example, children are offered fruit, chopped vegetables and bread sticks and drinks are easily accessible, keeping their bodies healthy and hydrated. Children are becoming aware of the importance of fresh air and exercise because they have good opportunities for outside play and enjoy an interesting range of outings. For example, they frequently visit various groups, which enable them to socialise with others and play on large equipment. They walk to and from school and have fun running around in the park. Children develop awareness of their personal safety. For example, the childminder gently reminds them not to stand on the chair in case they should fall and hurt themselves. Alongside this, they also practise road safety and know what to do in the event of a fire because they participate in regular fire drills. This promotes children's safety well.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements, which ensure children are effectively safeguarded. She demonstrates a good knowledge of child protection procedures and is confident in her ability to recognise the early signs and symptoms of abuse. The childminder has a clear safeguarding policy, which guides and informs her practice, as well as keeping parents informed of her legal role and responsibilities. This re-assures parents and carers that their children are safe and well cared for. In addition, the childminder has attended recent training, which means that her knowledge and understanding of safeguarding matters are up to date. The childminder is very aware of the need to ensure that the environment where children play and rest is safe and carries out robust risk assessments of her home.

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provision

The childminder has a good knowledge of the learning and development requirements for the Early Years Foundation Stage. She works with parents to provide appropriate care and support for all children. All required information is gathered from parents. For example, emergency contact details and permission to administer any necessary medication. Together, with the information obtained from parents when their child first starts and the childminder's own observation and assessment, she is able to identify what children already know and can do. This enables the childminder to plan for each child's next steps of learning, based on their prior knowledge, existing skills and abilities. Parents are involved in children's learning and development through daily discussions and the sharing of children's learning journals. The childminder is aware of the requirement to provide a written summary of children's development in the prime areas when they are aged

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provision

between two and three years and she is assembling clear records to support this.

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provision

The childminder has a positive attitude to liaising with other providers delivering the Early Years Foundation Stage. She has begun to forge links with other settings and this enables her to meet the needs of children attending these settings and extend and support their learning when they are in her care. The childminder has a clear and realistic self- evaluation process in place. From this, she has a good idea of her strengths and weaknesses and has started to consider her priorities for improvement. The childminder describes her main strength as the positive way she interacts with the children in her care and her ability to provide fun and stimulating experiences. Parents and children are actively involved in the evaluation of the service achieved through discussions and the completion of questionnaires. This means that their views and wishes can be expressed and taken into account when prioritising plans for the future.

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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 EY451183 Local authority Gateshead Inspection number 906762 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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

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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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