Childminder in Northumberland

Inspection date

Previous inspection date 17/09/2013 17/11/2011

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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

 The childminder provides a warm, welcoming environment which enables children to show good levels of curiosity and enjoy their play.  Children develop effective mathematical skills. This is because the childminder makes good use of everyday play-based activities to develop early awareness of shape and measure.  The childminder supports children's emerging speaking skills very well. She provides close interaction, responds to what they do and say, and repeats words back to them to aid their pronunciation.  Children's learning and development are effectively promoted as the childminder plans activities based on children's interests and supports them effectively so that they make good progress.

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It is not yet outstanding because

 There is scope to strengthen the partnership with parents, in order to ensure that important information about children's learning and development is shared and used to further enhance their progress.  Opportunities to extend children's independence further are not yet fully developed at mealtimes.

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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 childminder's home.

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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 at different times, taking into account the needs of the children.

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Inspection activities

 The inspector took account of parents' views through written documentation they had provided for the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 14, 11 and seven years in the village of Cambois, Northumberland. The whole ground floor of the house, including the bathroom, is used for childminding. An enclosed rear garden is available for outdoor play.

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Information about the setting

The childminder attends local toddler groups and the park on a regular basis. She collects children from the local schools. There are currently two children on roll, of whom one is in the early years age group and attends for a variety of sessions. The childminder operates Monday to Friday from 7.30am until 5.45pm all year round, except Bank Holidays and family holidays.

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

 enhance partnerships with parents further by encouraging them to contribute information about what children do at home, and use this shared knowledge to plan together and think through ideas of how to move children forward in their learning

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

 enhance opportunities for children to develop their independence further by allowing them to prepare their own food at snack time.

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who attend

The childminder has a secure knowledge of how children learn; therefore, children are making good progress in their learning and development. She successfully builds on children's initiated play to plan for their learning and progression, and this fosters children's enthusiasm and eagerness to learn. The childminder knows children enjoy arts and crafts, and plays alongside them, encouraging them to explore and show interest when they learn new things. For example, when they discover how they can make patterns on the play dough using the various tools and cutters. In addition, she provides a well-resourced and stimulating learning environment which enables children to make safe and independent choices in their play. Children's individual learning journals, which contain photographs, observations and examples of their work, demonstrate that they are working well within the typical range of development expected for their age and are

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who attend

making good progress in their overall learning.

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who attend

Children are making good progress in their language and communication skills as the childminder listens carefully to them and sensitively repeats words and sentences back to them to aid their pronunciation. She talks to the children constantly, describing what they are doing, extending vocabulary and using careful questions that are appropriate to the children's level of understanding. Children listen carefully to her and are able to follow simple instructions, such as her request to put the cutters back into the storage boxes. The childminder follows children's interests and provides additional resources to support individual patterns of play. For example, as they discuss favourite cartoon characters the childminder presents equipment, such as small world characters children recognise, which they are eager to engage in imaginative play with. Here they have very good opportunities to develop their understanding of shape and measure as, with the childminder's

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who attend

encouragement, they discover whether the characters will fit into the train carriages.

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who attend

The childminder uses language, such as too big, or too small, encouraging the children to try for themselves. This supports children's early mathematical skills well through everyday play-based activities. The childminder provides a good range of activities and experiences for children to develop their technology as well as physical skills. Indoors, they handle and manipulate resources, such as programmable toys, small world toys and construction sets. Outdoors, they access the large garden and use equipment, such as bats and balls, small bikes and climbing apparatus. Children demonstrate an enthusiastic approach to learning and visit organised events at the local school with the childminder. This all helps to effectively develop the key skills they need for the next steps in their learning when they move on to school.

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who attend

The childminder has established good relationships with parents and ensures her provision meets the needs of the families. She knows each child well and talks confidently about their strengths and weaknesses and how their next steps in learning will be achieved. This information is shared with parents verbally, which keeps them informed about their child's progress. However, the childminder does not yet promote an ongoing dialogue with parents to enable them to share knowledge about their child's learning at home. This information would enable the childminder to effectively build this into her daily planning and ensure a full picture of children's learning and development is achieved.

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

Children have clearly developed very close bonds with the childminder and, as a result, they are happy, behave well and are settled. She has effective systems in place to gather relevant information with regard to children's routines likes and dislikes, to support the smooth transition between home and her care. She provides a warm, welcoming home for children to have fun in, and she is both calm and caring towards them. She demonstrates a good awareness of children's individual requirements and recognises when they are tired or hungry. Consequently, children relate well to her.

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

Children play in a child-friendly environment with clean, age-appropriate toys and equipment that effectively support their overall well-being and care. The environment generally promotes children's independence as resources are stored in large boxes which are labelled and accessible to them. At snack time, they are encouraged to feed themselves and drink from their own cup; however, their independence is not fully encouraged as they are not given the opportunity to help to prepare their own snacks and meals.

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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 routines and regular fresh air and exercise. For example, they visit the local park, play outside daily and visit the local school. They wash their hands before snack time and hold their hands up to their faces to demonstrate they are clean. The childminder discusses with them how the soap smells good as well as making them nice and clean. Children are kept safe because the childminder reminds them what is expected of them. They happily tidy away activities to ensure safe clear floor space, and carefully handle the small tools while cutting the play dough. In addition, ongoing risk assessments ensure accidents are minimised to further ensure children's safety.

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provision

The childminder ensures the educational programmes she provides cover all the areas of learning. She is confident in the delivery of an effective range of experiences that are planned, to help children make progress across the prime and specific areas of learning. To ensure she has a sufficient knowledge of children's abilities, skills and development, she makes effective use of observation. She demonstrates a good understanding towards monitoring and evaluating her service and has attended recent training to continue to support her knowledge and skills. These include updating her knowledge of the welfare requirements, safeguarding procedures and food hygiene. In addition, the childminder gathers the views of parents about the service she provides through verbal feedback, as well as the use of questionnaires. This enables her to develop her provision in line with their needs and opinions. Working alongside the local authority development workers has

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provision

supported her in improving the use of her observations she makes of children, to plan for their individual needs effectively.

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provision

The childminder has a good understanding of the signs and symptoms of abuse and the procedures to follow should she have any concerns. She has attended training and is aware of the need to keep her knowledge up to date. The childminder carries out a daily check of the home and garden to make sure that there are no hazards for children while in her care. This is supported by a full written risk assessment that she regularly updates when possible hazards are identified. For example, she has recently made changes to the layout of her garden and access to the children's trampoline. Written policies and procedures are in place and followed by the childminder to ensure children's welfare is effectively safeguarded and promoted. Parents receive a copy of the policies and procedures, which means that they can to refer to them at any time.

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provision

The childminder is currently caring for very young children who do not attend other settings delivering the Early Years Foundation Stage. However, she demonstrates a good knowledge of her responsibility to prepare children by talking about and visiting local playgroups and nurseries with them. This aims to support children as they prepare to move on to school. Partnership working with parents is good; consequently, children's individual needs are met through trusting and respectful relationships being fostered.

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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 EY368574 Local authority Northumberland Inspection number 821199 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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