Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 07/10/2013 Not Applicable

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early years provision

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

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This provision is satisfactory

 The childminder and her assistant provide a warm and friendly environment for all children. This helps children to feel happy, settled and secure in their care.  Children's well-being is suitably promoted through daily opportunities for fresh air and healthy meals and snacks.  The childminder engages appropriately with the children as they play with a suitable range of age-appropriate toys, this adequately supports their learning and development.

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It is not yet good because

 The childminder has not fully assessed and minimised some potential risks to children in her home. This is with specific regard to safety while using the patio doors and hanging cords on blinds. The risks are reduced, however, as children are supervised at all times.  Observation, assessment and planning is in its infancy and as such, is not used effectively to ensure that planning is more precisely based on children's individual next steps, so that children can make the best possible progress in their learning and development.  Self-evaluation lacks rigour; it does not ensure that the views of parents and children are used effectively to identify and plan priorities for improvement.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning journal records, a selection of policies and children's records and involved the childminder in a joint observation of an activity.

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Inspection activities

 The inspector took account of the views of parents through discussion and written comments that they left for the inspection.

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Inspection activities

 The inspector spoke with the childminder, her assistant and the children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child, twins aged six years and two children aged three and two years in West Denton, Newcastle. The childminder's husband works as her assistant. The whole of the ground floor of the childminder's home is used for childminding. There is a rear garden for outdoor play.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, of whom four are in the early years age group. Children attend for a variety of sessions. Two school-age children attend before and after school. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that the premises indoors always promotes children's safety well, with specific regard to the use of patio doors and hanging cords on blinds

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must:

 develop the programme of activities further, so that these provide sufficient challenge by ensuring that planning is fully matched to the individual learning needs and interests of each child.

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

 improve self-evaluation by incorporating the views of parents and children more effectively to prioritise targets for improvement that will raise the overall quality of practice and the level of children's achievements.

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who attend

The childminder has a basic understanding of the learning and development requirements of the Early Years Foundation Stage. She works with her assistant to provide children with a happy and friendly environment for them to play and learn in. The childminder has a suitable range of age-appropriate toys and takes children to a variety of groups in the local community. This means that children take part in a suitable range of experiences that appropriately promotes their learning. The childminder and her assistant enjoy playing alongside the children and they adequately support children's ongoing learning. For example, the childminder encourages children to name colours and to talk about what they have painted. Children enjoy a suitable range of activities, which support their creative development and encourages them to make marks. For example, they use paint brushes and pencils to make pictures. Children begin to give meaning to marks they make

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who attend

as they explain they have painted a big dog. This further supports their language skills.

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who attend

The childminder suitably supports children's physical development, for example, she encourages children to hold brushes correctly and feed themselves at snack time. Children can develop their large physical skills as they play on ride-on toys and slides in the garden. They show their interest in books as they look at these independently and name the people they can see. This helps to develop their early literacy skills. Although, the childminder carries out ongoing observations of children's progress, which she suitably links to the areas of learning, these are in their infancy. The childminder has identified some of children's next steps in learning but these are not used fully to inform the childminder's planning. This means that activities are not always sufficiently challenging to support children to make better than satisfactory progress in preparation for starting school.

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who attend

The childminder obtains information from parents at the start, such as children's likes and routines. This is combined with her initial observations to support her in having an adequate understanding of children's starting points. The childminder shares verbal information each day with parents, alongside a daily diary of children's care and activities. Parents are also encouraged to look at their child's learning journals. This means that parents are kept sufficiently up to date about their child's learning.

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

Children are developing close relationships with the childminder and her assistant as they provide a welcoming and friendly environment. Children show they are becoming self- assured as they approach the childminder and visitors with confidence. This supports their personal, social and emotional development. The childminder gathers sufficient information from parents at the start regarding children's needs and routines. This appropriately supports the childminder to meet their individual needs. In addition, the childminder invites children for settling-in sessions. This helps children to make a smooth transition from their home into her care.

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

Children have sufficient space to play in the childminder's home. A suitable range of age- appropriate resources are stored in large boxes or on low-level shelving. This enables children to make independent choices about their play. The childminder has an adequate understanding of the importance of using age-appropriate techniques to manage children's behaviour. She encourages children to share toys and be kind to each other, this is combined with a distraction to promote positive behaviour. As a result, children behave suitably well in her care. The childminder suitably prepares children for later transitions to nursery and school. This is done by attending regular playgroups where they can socialise with their peers and by accompanying older children to school and nursery. This helps to familiarise children with other settings.

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

Children have regular opportunities for outside play and benefit from fresh air and physical exercise. This includes, playing in the garden, going for walks and visiting local soft play areas. Children sleep according to their needs and parents' wishes, this supports their well-being. The childminder appropriately supports children's good health, as she provides them with a variety of healthy and balanced meals, including snacks of fresh fruit. The childminder helps children to learn about keeping safe through planned activities, such as practising fire drills and road safety.

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provision

The childminder has a satisfactory knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. All legally required documentation is in place, this includes children's records and a record of attendance. The childminder and her assistant both hold a first aid qualification. This means that any accidents can be addressed effectively. The childminder has a clear understanding of how to identify possible concerns about a child's welfare. She is also aware of procedures to follow should she have a concern about a child in her care. This helps to safeguard children. The childminder carries out daily visual risk assessments of her home. However, she has not identified and minimised all potential hazards, specifically, hanging cords on blinds and making the patio doors safe, so that children do not trap their fingers. The risk is, however, minimised as the childminder and her assistant supervise children at all times.

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provision

The childminder and her assistant both demonstrate a positive and genuine attitude towards wanting to develop their practice to the best of their ability. They reflect on the activities they have done and talk about what they could improve. The childminder has also recently started to attend local childminder network meetings where she is starting to discuss practice with other childminders. However, her systems for self-evaluation are not sufficiently robust. For example, she does not gather feedback from parents and she has not fully identified her priorities for improvement and implemented plans to address these. This does not fully support continuous improvement. The childminder demonstrates a basic understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She suitably monitors her educational programme through discussion with her assistant and

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provision

reflecting on the activities they provide. This ensures that she provides a range of activities and resources, which suitably cover all areas of learning. The childminder is aware of the need to complete a progress check on children at age two years and has a sufficient understanding to be able to implement this when needed.

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provision

The childminder has developed close relationships with parents, who speak positively about the care and learning she provides. She provides parents with written copies of her policies and procedures at the start and displays important information, such as her certificate of registration and her public liability insurance. This means that parents are suitably informed about the service she provides. The childminder has a suitable understanding of the importance of sharing information with other providers of the Early Years Foundation Stage. Although, she has only very recently began to care for children who also attend other settings, the childminder has introduced herself to the nursery teachers and discussed how they might share information. This appropriately supports continuity for children, who attend more than one setting.

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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 EY458334 Local authority Newcastle Inspection number 917515 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 4

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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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