Childminder in Northumberland

Inspection date

Previous inspection date 28/08/2013 11/01/2011

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early years provision

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

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This provision is satisfactory

 The childminder ensures that the transition from home to her house is as relaxed as possible as children visit with their parents enabling them to gradually become familiar with their new surroundings and the routines of the day.  The childminder is kind, warm and caring, which enables children to feel settled and emotionally secure.  The childminder has a calm and approachable manner and gives appropriate praise and encouragement so that children learn to behave well.

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It is not yet good because

 The childminder does not consistently use information gained through observation and assessment to ensure that planning is sharply focused and supports children's learning to the very optimum.  Play resources are not well organised or easily accessible for the children to be able to make independent choices in their play.  The childminder's evaluation of her practice lacks rigour in identifying all areas for development or taking account of the views of parents and children.

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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 lounge and playroom.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation, risk assessments 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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Information about the setting

The childminder was registered in 1994 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her parents and her child aged five years in the residential area of Bilton, near Alnmouth, in Northumberland. The playroom, kitchen/diner and toilet on the ground floor of the childminder's home are used for childminding. There is an enclosed garden to the front of the premises for outdoor play. The family has a dog. There are six children on roll. Of these two are in the early years age group. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 use the information gained from the observation and assessment of children's learning to consistently inform planning and shape future learning experiences for each child, matched to their identified next steps, to further their learning

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must:

 ensure that all risks are effectively assessed, and that actions to minimise and manage those risks are identified, with specific reference to children's safety around dogs.

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

 improve the organisation of resources so that they are more easily accessible and enable children to make clear choices about their play

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

 develop the systems for self-evaluation to help identify and address areas for future improvement and to include the views of parents and children.

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who attend

The childminder has a satisfactory understanding of the Statutory framework for the Early Years Foundation Stage and how to promote the learning and development of children. She undertakes observations and assessment on children as they play. However, she does not always use the information gained through assessment to consistently inform her planning to support children's learning. This means that some activities are not fully matched to children's needs, or aimed at building on what children already know to help them to make better than satisfactory progress. Consequently, this does not fully challenge and support them in preparation for starting school. The childminder takes part in daily discussions with parents about their children's achievements, and invites them to look at their learning journal. This ensures that parents are given adequate information about their child's learning and development. The childminder is aware of the need to

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who attend

complete a progress check on children at age two years and has a sufficient understanding to be able to implement these when needed.

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who attend

Children's communication skills are developing appropriately. The childminder engages children in conversation and models sentences, building these through repeating key vocabulary. For example, she names some of the materials available when children are drawing and sticking. Children have access to a variety of books and enjoy looking at the pictures and listening to stories read by the childminder. This helps to develop their communication and language skills. The childminder is warm and friendly and engages appropriately with the children in their chosen activity. She sits on the floor and extends their learning through talking to the children and by the appropriate use of open-ended questions and support. For example, as children play with the shape sorter she encourages them to name the colours and the shapes. Children develop their early writing skills as they use crayons, paint and pencils to make marks. The childminder provides a

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who attend

selection of jigsaw puzzles for the children, which encourage them to problem solve and match shapes. This supports their mathematics development. Children participate in a suitable range of craft activities. During their activity the childminder offers clear explanations about how to use equipment, such as glue sticks and felt tipped pens. As a result, children's independence and physical development are supported as they make their creations.

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who attend

Children investigate early technology to see what happens when they press buttons. For instance, they press different buttons that make sounds, light up and play music. Outside, in the childminder's garden, children can access a variety of physical play equipment that includes wheeled toys, balls and climbing equipment. These resources are used by the children on a regular basis. Consequently, children's balance, coordination and all-round physical skills are developing well. Furthermore, children learn about living things, such as collecting the hen's eggs. They enjoy planting seeds, which they help to water and nurture. Children are beginning to value and recognise similarities and differences within society through the use of appropriate resources, such as jigsaw puzzles and books. The childminder takes children on a variety of outings. For example, they go trips to the beach and this provides children with fun opportunities to learn about the world around them.

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

Children form positive relationships with the childminder as she is warm and caring, which means their emotional well-being is supported. She provides flexible settling-in procedures and this helps children to adjust at a pace that successfully reflects their needs and parental requirements. It also helps children to make a smooth transition into the childminder's care. The childminder makes the effort to find out about children's home routines, and works with parents and others involved in children's care to provide consistency and continuity. Children demonstrate that they have close bonds with the childminder and that they feel comfortable. For example, they look to the childminder for reassurance and support during their play. The childminder makes available activities and toys that she knows the children enjoy. However, many of the play resources are stored in containers that are overly stocked. This makes it difficult for children to self-select and

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

access them easily to help them make independent choices in their play.

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

The childminder supports children to become independent in self-care routines. For example, she gives them the time to eat food by themselves and encourages them to manage their personal needs, such as washing their hands. Children behave well and respond positively to the childminder's calm and approachable manner. They receive praise and encouragement for their efforts and respond positively to the attention and affection they receive. This fosters their confidence and self-esteem. Children learn about taking turns and sharing toys with other children. These skills help children to interact positively with others and begin to develop appropriate social skills and relationships. This prepares them adequately for the next stage in their learning, such as moving on to nursery or school.

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

The childminder promotes children's good health and self-care through consistent daily routines and regular fresh air and exercise. Parents provide food for their children, and this reflects their wishes and children's individual requirements. The childminder compliments this by providing the children with snacks, such as fruit and vegetables, and healthy drinks. Children generally learn about keeping themselves safe. For example, the childminder reinforces road safety on outings, and encourages children to tidy away toys so that they don't trip over and have room to play safely.

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provision

The childminder has a satisfactory knowledge and understanding of her responsibilities relating to the safeguarding and welfare requirements. As a result, in general, children's welfare and safety is adequately promoted. The childminder has a clear knowledge of current safeguarding procedures to follow should she have concerns about children's safety. She completes written risk assessments and daily checks on the areas within her home that children use. This results in them benefiting from safe and secure spaces to play in. The childminder's understanding of how to meet the learning and development requirements is adequate and her knowledge of how to promote the prime and specific areas of learning to enable children to make progress is sufficient. However, the assessment of children's learning is not always routinely linked to the planning of activities. Consequently, the planning of activities is not always sharply focussed on

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provision

This inspection took place following the notification of an injury, which required the child to have hospital treatment. This prompted a full inspection, as concerns were raised in relation to the supervision of children and risk assessment. The inspection found that although the childminder has generally suitable risk assessments in place for outings, she has not given sufficient consideration regarding what action she will take to ensure that children's safety is maintained at all times. This is specifically related to children's safety around dogs. The childminder has since reviewed her risk assessment. From this she has made the decision not to allow minded children to have contact with any dog whilst in her care. Therefore, the potential of the same incident occurring again and the risk to children is greatly reduced.

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provision

Partnership with parents is satisfactory overall. Suitable policies and procedures are in place and are shared with them so that they have an understanding of the service offered by the childminder. Parents are provided with clear information on their children's daily care and progress through daily discussions and access to their child's learning journal. This helps them to be part of their children's ongoing learning and development. The childminder has established links with the local school and pre-school that children attend. These ongoing communications help to support children's continuity of care and learning.

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provision

The childminder is beginning to reflect on her daily practice to support ongoing improvements, therefore, benefitting children in her care. For example, she has identified and secured a place to refresh her first aid and child protection knowledge. However, her system of evaluation lacks rigour and she does not yet reflect on all aspects of her practice or prioritise key areas for development to promote effective and continuous improvements. In addition, although she speaks to parents to ensure that they are happy with the care she provides she has not developed her systems to routinely incorporate the views of parents and children to set challenging targets and to secure continuous improvement. She has made some progress regarding addressing the actions and recommendations from the previous inspection. For example, she has developed learning journals for children and these provide a visual account of the range of activities children

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provision

enjoy at her setting. She has also obtained parental consent for emergency medical treatment.

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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 506984 Local authority Northumberland Inspection number 933833 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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