Childminder in Northumberland

Inspection date

Previous inspection date 03/09/2013 17/06/2009

p.1

early years provision

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

p.1

This provision is satisfactory

 Children experience an interesting range of learning experiences, which are enhanced by the childminder's good understanding of the Early Years Foundation Stage. The wide range of toys and resources is used effectively to support children's learning in all areas, so that they make good progress.  Children settle well into the childminder's care due to her caring and friendly nature, which results in children that are happy and content.  The childminder is a good role model for children, joining in with their play and applying consistent ways to help them understand acceptable behaviour.  Regular communication takes place between the childminder, parents and others involved in children's care and education. As a result, children experience continuity and consistency of care.

p.1

It is not yet good because

 The childminder has not informed Ofsted of a personal significant event, which may have an impact on children's safety and well-being.  There is scope to develop children's understanding of where fruits and vegetables come from through observation of how they grow.

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 spoke with the childminder at appropriate times throughout the inspection.  The inspector observed activities and how the home is used for the care of children.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 18, 16 and nine years in a house in Blyth, Northumberland. The whole of the ground floor and the bathroom on the first floor is used for childminding.

p.3

Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 7pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 develop knowledge and understanding about when Ofsted need to be informed of significant events that might affect suitability, such as any involvement with the police.

p.3

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

 enhance children's understanding of where fruits and vegetables come from, such as observing them grow.

p.3

who attend

The childminder has a good knowledge of the Early Years Foundation Stage. She uses this effectively to plan interesting activities, which take into account children's interests and meet their individual needs. The childminder reviews and assesses children's progress to identify any gaps in their learning and to ensure there is a balance across the seven areas of learning. The childminder uses detailed observations of children's activities to plan for their next steps in learning and records this information in their learning journals, which shows that they make good progress. Learning journals are available at any time for parents to look at and take home. This helps them to continue their child's learning at home. Parents provide a lot of information about what their children have done at home through conversation. This enables the childminder to incorporate children's current interests into her planning.

p.3

who attend

The childminder supports children really well in their activities. For example, she follows very young children's lead as they explore their surroundings. Children learn that the sounds they make and their actions have an effect on others, such as reaching out to get the childminder's attention. She then supports them to stand up by holding their hands. The childminder thoughtfully provides a wide range of interesting activities to help prepare children for their future learning and transition to other settings. She provides support for children's communication and language skills by sitting closely with them and constantly talking to them during their activities. Children show that they understand some of the things that the childminder says to them by looking for familiar people when she says their name. This also helps children from being babies to practise sounds that gradually develop into speech.

p.4

who attend

The childminder fosters children's interest in books by providing a large selection that encourages them to choose what they would like to look at. They visit a weekly session at the local library where they join in with craft activities linked to a particular book. Along with posters displayed in the environment this helps children to learn about written words. Children develop an awareness of number names through everyday activities. For example, the childminder does counting activities and counts the number of steps that a young child takes. The childminder helps children to understand how electronic resources work. She talks about the effect that children's actions will have on the resources and encourages them to press the buttons on the interactive toy, so that it makes a sound and lights up. Early mark making skills develop as children are provided with crayons and they show their enjoyment as they make random marks on the paper.

p.4

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

Children have formed a close attachment to the childminder, which enables them to explore with the support of a familiar person. The childminder finds out about children's needs, such as, likes, dislikes and where they are in their development, through discussing them with parents before they start. Parents provide a written routine that they follow at home, which helps the childminder ensure that children settle and to provide a smooth transition from home to her care. The childminder provides a welcoming environment with a stimulating selection of resources, which is safe and secure. Resources are stored at child height in a dedicated playroom. This enables children to make their own choices as they develop their independence. The childminder knows what children like doing and ensures that those toys and resources are easily accessible. When engaging with children, she sits on the floor with them to ensure she is at their level, maintaining eye contact with

p.4

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

them. In turn they respond positively to her with enthusiasm.

p.4

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

The childminder has a calm and consistent manner with children. She has effective methods for managing any unwanted behaviour, which results in children responding well to her guidelines. The childminder gives children lots of positive praise when they do well, which recognises their success and helps them to feel valued. Children have daily opportunities to go out in their local community and they gain awareness of keeping safe as the childminder teaches them about crossing the road safely. She talks to them about stranger danger to raise their awareness and practices evacuation procedures from the home, so that they know what to do in such circumstances.

p.4

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

The childminder shows an appreciation for the way that children move. She has ensured that they have space in the home for their activities and supports very young children in taking their first steps. Children use the back garden, visit local parks, toddler groups and soft play. These activities give children the confidence to move in a range of ways while safely negotiating the available space and contribute to their physical health. The childminder is very health conscious and talks to children about healthy eating and taking care of their teeth to promote their understanding. She understands the dangers in children constantly drinking fruit juice and promotes their appreciation for water and their self-care skills by providing a water dispenser that they can help themselves from. Through the childminder's support babies develop the skill to grasp and hold a bottle or finger foods and feed themselves. Children have planted and cared for various flowers in

p.5

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

the garden; however, they have not had the opportunity to observe how fruits and vegetables grow to develop their understanding of where they come from.

p.5

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

The childminder recognises the importance of smooth transition arrangements for children's next stage in learning, by establishing links with local nurseries and schools. This benefits children at a time of change through consistency of care and learning experiences. For example, she follows what children have been doing at nursery and school and provides activities that link in, which means she complements routines and experiences provided for children elsewhere.

p.5

provision

The childminder maintains records, policies and procedures, which are required for the safe and efficient running of her provision to meet the needs of children. She is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care. However, she has not informed Ofsted of a significant personal event, which may impact on the safety and well-being of children. This means a requirement is not met. Written risk assessments are completed for the home, garden and outings that children go on, which identify possible hazards and the appropriate steps that she takes to eliminate risk and keep children safe and secure.

p.5

provision

The childminder understands, delivers and monitors the learning and development requirements, which help children to make good progress. She tracks their development across the seven areas of learning to ensure that there are no gaps or delays in their development. The childminder shows a suitable commitment to continuous improvement as she has attended several training courses since the last inspection. For example, she has attended child safety and risk assessment. The childminder evaluates her practice continually and identifies areas for future improvements, such as updating her understanding of safeguarding children by doing an online course. Recommendations raised at the last inspection have been implemented. For example, the childminder analyses the observations that she carries out of children's activities, so that she can identify the next step in their learning and development.

p.5

provision

The childminder is aware of how to liaise with local agencies and how children benefit from this collaborative working. She works positively with parents, creating professional yet supportive relationships to provide consistent and continuous approaches for the individual children in her care. The childminder talks to parents at the start and end of the day and sends photographs of children's activities via text during the day to parents, to reassure them that their children are okay and having fun. Parents have information about their children's progress and policies and procedures are available to ensure they know how the childminder cares for their children.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 inform Ofsted of any significant event which is likely to affect suitability, such as any involvement with the police (compulsory part of the Childcare Register)  inform Ofsted of any significant event which is likely to affect suitability, such as involvement with the police (voluntary part of the Childcare Register).

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 EY282945 Local authority Northumberland Inspection number 931749 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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