Childminder in Sunderland

Inspection date

Previous inspection date 12/08/2013 19/10/2012

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has failed to inform Ofsted of significant changes in her circumstances, such as getting married, so that Ofsted can carry out suitability checks on any new persons that live at the childminder's home and that come into contact with minded children. This does not adequately safeguard children.  Children have few opportunities to develop their understanding of growth, decay and changes over time to deepen their understanding of the world around them.

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It has the following strengths

 Children take part in a satisfactory range of indoor and outdoor activities and experiences that are suitable for their age and stage of development. They make steady progress in their learning overall.  The childminder is warm and friendly in her approach, to which children respond well. They are confident and comfortable in her care and, in this respect, children's emotional well-being is fostered.  Children develop confidence and appropriate skills in independence as they choose from a wide range of toys and equipment.  The childminder has satisfactory relationships with parents and they are kept well informed about children's development. This helps ensure she knows children well and effectively meets their individual needs.

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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 observed activities in the childminder's home and garden.  The inspector held discussions with the childminder.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged two and ten years in a house in the Glebe area of Washington. She works with two assistants. The whole of the ground floor, upstairs bathroom and back bedroom are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She is part of the Columbia childminding network group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently 28 children on roll, 11 of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities. She operates all year round from 7am 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:

 develop children's understanding of growth, decay and changes over time further, for example, by planting some fruits and vegetables, to help children understand where they come from.

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who attend

Children are making suitable progress in their learning. They are developing a sound range of skills overall, to prepare them for their future learning as they benefit from a range of activities each week. These include time to explore freely, as well as offering some adult- led activities linked to children's interests. The childminder carries out regular observations of children's activities, which she records in a development book. She links these to the areas of learning and development and from this plans the next steps for children's development. She completes an 'individual review plan' of children's learning and development every six weeks, which she shares with parents. They add their own comments about children's progress, which contributes to future planning. Activities and resources are adapted to meet the individual needs of children and in particular when she cares for children with special educational needs and or/disabilities.

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who attend

The childminder and her assistant are attentive to the needs of children. They interact warmly with them by sitting with them so that they are at eye level, participating in their chosen activities, praising them and offering encouragement as they try new things. The childminder shows an understanding of children's needs and provides them with resources both indoors and outdoors, to support these, such as children's love of playing with cars. The childminder provides a tent in her living room, which is secure and cosy, where children can sit when they want some quiet time. Through her knowledge of children's development she gives them appropriate advice to help build their language skills. She listens carefully to them when they make sounds during their play and repeats words for them, so that they understand how to pronounce them correctly. This results in children's speech developing from the sounds they make when playing with cars to them asking

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who attend

simple questions, such as why. Children enjoy looking at books on their own or with the childminder. This encourages their listening skills and to join in as they talk about the pictures. The childminder uses number in meaningful ways with children to develop their understanding. For example, she asks how many castles they would like her to get out for them to play with and asks can they say one, two as she points to them. Children have the opportunity to investigate the natural world. They dig in the soil in the garden and observe plants growing. However, they have not had the opportunity to observe how fruits and vegetables grow, to help them understand where they come from. Their awareness of people that help them is developed through different people visiting the childminder's home to talk to children. For example, they have had visits from the police, fire service and a nurse. All of these activities give children a suitable range of skills in

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who attend

readiness for school when the time comes.

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who attend

The childminder involves parents in children's learning from the start. She asks parents to complete a profile of their children, such as their likes and dislikes, to use as a starting point when planning activities. Termly newsletters are given to parents, where she tells them about the areas of learning that she will be concentrating on over the next three months. This helps parents to continue their child's learning at home. Lots of information is available for parents to view in the entrance to the home and along with the childminder and children, parents add their own comments about children's achievements to the 'I can tree'. This shows the childminder what they have done at home, which she incorporates into her planning of future activities.

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

The childminder has a calm and consistent manner with the children. She has effective methods for managing unwanted behaviour and children respond well to her guidelines. For example, she explains to them about the consequences, such as when children try to stand on the small soft play blocks, she says they might fall and hurt themselves. This helps them to understand the reasons why. Children learn to manage their own safety through practical experiences, such as the childminder talking to them about road safety when they are out for a walk. She carries out regular emergency evacuation drills, so that they know what to do in such circumstances. However, children's safety is compromised and children's sense of security is false, as a result of the childminder not informing Ofsted of any changes to who lives in her home, so that appropriate suitability checks can be carried out. Children have formed attachments to the childminder and her assistant, which support

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

their well-being when they are with them. The childminder has settling-in visits for new children, so that they can get to know her and her home. This supports children's transitions well, as children move happily from their home to the childminder's care and helps her to understand and meet children's needs. Children settle really well and are happy in the care of the childminder and assistant.

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

The childminder provides a welcoming environment with a stimulating selection of resources. She regularly reviews the layout of the living room and the resources to encourage children to choose from a wide range. They are set out on low-level storage units, which help children to make their own choices. Children are aware that more resources are stored in the cupboard and ask the childminder when they want something different. As a result, they become independent in selecting what they would like to do. Children enjoy healthy and nutritious snacks as the childminder introduces the concept of healthy eating from an early age. For example, they have a selection of cut up bananas, grapes and strawberries. The childminder talks to them about healthy eating, why they need food for energy and how healthy foods keep bones strong so children can run, hop and jump. She helps children to understand about self-care skills, such as why it is

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

important to wash their hands before meals and explains they will get germs in their tummy that will make them poorly if they do not. Children access physical activity on a daily basis. This results in children being able to experiment with different ways of moving. For example, children enjoy the open space in the garden, running round, kicking balls and sitting in the push-along car.

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

The childminder understands the importance of liaising with other settings that children attend as part of the Early Years Foundation Stage. She talks to staff as she drops off and collects children. The childminder uses information received from previous settings that children have attended, such as their development record, to help her find out about children's starting points when they move to her. This all ensures continuity in their learning and development.

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provision

The childminder is aware of what to do and who to contact if she has any child protection concerns. Written policies and procedures are made available to parents when their children first start, so that they are aware of the procedures the childminder follows. Written risk assessments are completed for the home, outdoors and any outings that children take part in. These identify possible hazards and the appropriate steps she takes to eliminate risk and keep children safe and secure. However, the provider has committed an offence by not informing Ofsted of a number of significant events, she recently got married, which involved changes to members of her household and also a change of name. These are requirements of the Statutory framework for the Early Years Foundation Stage. This also means requirements are not met on the compulsory and voluntary parts of the Childcare Register. Ofsted does not intend to prosecute on this occasion, but the

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provision

information may be considered in the future, should she commit another offence. The childminder satisfactorily understands and delivers the learning and development requirements. She monitors children's development through the overall assessment that she keeps. This shows if there are any gaps or delays in children's learning and development, which she can address. The recommendation from the last inspection has been put into practice. For example, she has purchased some discovery boxes that support children in collecting and gathering objects. The childminder ensures that her assistants remain suitable to care for children. They have an induction when they first start and a review is carried out after the first month to check if they understand everything and if there is anything they need to ask about. Six weekly appraisals are then conducted, where their progress is discussed and any areas for development are

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provision

Self-evaluation is evident in the childminder's practice. She reviews her strengths and areas for development by completing the Ofsted self-evaluation form. She receives input from the local authority early years adviser once a month, which helps her to identify areas for improvement. Questionnaires are available in the entrance for parents to take and complete at any time. This gives them the opportunity to raise any concerns along with the comments book that they fill in. The childminder has an open door policy, which means parents can speak to her at any time without making an appointment. The childminder understands the importance of working in partnership with others involved in children's care and learning. She shares her observations with other professionals to help them plan appropriately for children's development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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

 ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and that a Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (compulsory part of the Childcare Register)  inform Ofsted of any change to name (compulsory part of the Childcare Register)  ensure that Ofsted are informed of any changes of circumstances as soon as they occur (and no later than 14 days after the change occurs)(compulsory part of the Childcare Register)  ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and that a Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (voluntary part of the Childcare Register)  inform Ofsted of any change to name (voluntary part of the Childcare Register)  ensure that Ofsted are informed of any changes of circumstances as soon as they

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

occur (and no later than 14 days after the change occurs)(voluntary part of the Childcare Register).

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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 EY446139 Local authority Sunderland Inspection number 932075 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 28

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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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