Childminder in Sunderland

Inspection date

Previous inspection date 09/10/2013 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 provides a warm, welcoming environment, which enables children to display curiosity and make independent choices.  Children build secure attachments with the childminder. As a result, they demonstrate friendly behaviour, show affection and form good relationships with other children in the household.  Children are developing early mathematical skills. This is because the childminder makes good use of everyday play-based activities to develop their understanding of shape and size.

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It is not yet good because

 The childminder has not obtained written parental/carer consent for the administration of a specific named, non-prescribed teething gel. Therefore, she has not met a legal welfare requirement of the Statutory framework for the Early Years Foundation Stage.  Partnership with parents do not show how information about children's learning and development is shared and used to further enhance children's progress.  Opportunities to develop children's understanding further of healthy lifestyles, by ensuring they always have opportunities to wash hands before snacks and meals, are not consistently in place.

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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 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 and children at different times, taking into account the needs of the children.  The inspector observed activities in the childminder's home.

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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 and young child in Washington, Tyne and Wear. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups and visits the shops and park on a regular basis. She collects children from local schools.

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Information about the setting

There are currently three children on roll, of whom two are in the early years age group and attend for a variety of sessions. She operates all year round, from Monday to Friday, except bank holidays and family holidays.

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must:

 put appropriate arrangements in place to ensure written consent is gained from parents/carers, for any specifically named, prescribed or non-prescribed medicines and ensure a record is kept for each time the medicine is administered to promote children's safety.

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

 build on the very good partnerships with parents by encouraging them to further contribute information about what children do at home and use this shared knowledge to plan together activities to move children forward in their learning, towards excellence

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

 develop children's understanding further of healthy lifestyles by ensuring they always have opportunities to wash hands before snacks and meals.

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who attend

The childminder has only recently started to childmind and has a sufficient understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates a sound knowledge of the learning and development requirements and plans activities to cover the prime and specific areas of learning. She has begun to monitor children's progress to ensure that they are reaching expected levels of development across the seven areas of learning. This ensures she can plan challenging experiences for them and sufficiently assess their progress. For example, she knows children enjoy making music and singing songs and rhymes and ensures that she incorporates adult led activities that will interest them and support them in their overall learning.

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who attend

Children are making good progress in their communication and language skills. The childminder realises the importance of communication and language development for young children and is aware of how to support this through repetition, talk and singing with babies and toddlers. When children point to recognised cartoon characters in their reading books the childminder builds on what they know, asks purposeful questions and takes notice of their speech. This supports young children's early speaking skills well. She skilfully encourages their interaction by proving them with toys, which they can relate to favourite songs. For example, they independently select the small world figures, such as dolls and buses from the bag and recognise the well-known songs, such as, 'Miss Polly' and the 'Wheels on the Bus'. They clearly love music and imaginative play and have lots of fun as they attempt to tap out rhythms on the toy drums and pianos. This not only

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who attend

provides them with lots of fun but also helps to develop their physical skills as they carefully reach out to press the various keys on the toy pianos. Children are becoming aware of shape and measure as they enjoy climbing in and out of the cardboard storage box. The childminder uses language, such as, 'inside, outside' and 'too big for that', which helps to develop and promote their early mathematical skills suitably. When babies wake up the childminder speaks to them soothingly, gives them cuddles and uses a baby gym with mobiles and rattles toys above them, which maintains their focus and interest very well. 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 baking sets. They gain some understanding of the natural world as they play with fir cones, exploring the textures as

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who attend

they place them into the individual bun cases. The childminder demonstrates an effective awareness of how to help children prepare for pre-school and school. For example, she provides familiar routines, such as, story and song time, in addition to attending toddler groups for them to engage with other children of similar ages.

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who attend

The childminder has begun to establish good relationships with parents. She uses individual learning journals that include written observations and photographs. This provides a good record of children's progress and development for parents. The childminder also links what children do, with relevant guidance, to ensure that they are demonstrating typical development for their age in the prime areas of learning. However, the childminder does not yet always consistently promote an ongoing dialogue with parents to enable them to share all their knowledge about their child's learning at home. This means she sometimes does not build this into her daily planning to help move children's learning and development progress towards excellence.

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

Although, the childminder has only been minding for a short time, children have clearly developed very close bonds with her and, as a result, they are happy and 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. This includes working closely with parents to meet children's needs. When babies wake from sleep she talks to them quietly, acknowledges them and provides lots of eye contact and reassurance. She recognises when they need a bottle, their comforter or a cuddle. This means that their emotional needs are well met and they form secure attachments. She provides a warm, welcoming home for all children and all toys are stored at children's level, are in good condition and age appropriate.

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

The childminder demonstrates a good understanding of how to manage children's behaviour in a positive way, in relation to their age and stage of development. For example, with older children she always encourages positive behaviour by explanations, reasoning and alternatives. For younger children she uses distraction and positive gestures. This helps children to learn right from wrong and what is acceptable and what is not. Throughout the inspection children demonstrate friendly behaviour, show affection and have good relationships with each other.

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

The childminder, generally, promotes children's good health and self-care through everyday routines and daily exercise. They exercise in local parks and soft play centres and independently access their own cups of water when they become thirsty. However, there are some missed opportunities to develop their understanding further. For example, they are not encouraged to wash their hands before snacks, which does not fully support their understanding of keeping healthy. Children are kept safe because the childminder reminds them what is expected of them. For example, she sensitively reminds them not to climb on the furniture and to touch the baby gently when they reach out to interact. Ongoing risk assessments ensure accidents are minimised, fire drills are practised and recorded and clear floor space is available, which further ensures children's safety.

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provision

The childminder is confident in the delivery of a good range of experiences that are planned to help children make progress. This ensures the educational programmes she provides cover both the prime and specific areas of learning. She ensures she has a good knowledge of children's abilities, skills and development and makes effective use of observations of their learning. The childminder is new to childminding and demonstrates a positive attitude to her own self-development and training. She has begun to evaluate her provision and recognises her own strengths and weaknesses. For example, to develop her own outdoor area to enhance children's learning further. In addition, she is aware of further resources she would like to obtain to support children in their understanding of the wider world and has a clear plan of how to achieve this. She also aims to send out parent questionnaires when babies and children are fully settled and established in the provision.

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provision

Consequently, she has a suitable capacity to improve her provision further to benefit the children's care, learning and development.

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provision

The childminder has a sufficient 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. She carries out a daily visual check of her home and places visited, to make sure that there are no hazards for children while in her care. She has a clear written child protection and allegations of abuse policy to follow should she need to seek advice or make a referral if she has concerns over a child's welfare. She shares and discusses her written policies with parents, so they are clear about her role. This helps to promote children's welfare and safety.

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provision

A noticeboard in the entrance way ensures that parents are well informed. They have access to the Ofsted contact details should they need them and details of the childminder's activity planning, insurance and registration details. Written policies and procedures are in place and, mostly, 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. Some required written consents are gained from parents. However, the childminder does not seek written permission from parents to administer a particular named, non-prescribed medicine and has not kept a record of administration. This is a breach of a requirement on both registers and compromises children's safety.

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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:

 keep a record of the following, any medicine administered to any child who is cared for on the premises, together with a record of a parent/guarding/carer's consent (compulsory part of the Childcare Register)  keep a record of the following, any medicine administered to any child who is cared for on the premises, together with a record of a parent/guarding/carer's consent (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 EY462870 Local authority Sunderland Inspection number 917251 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 0

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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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