Childminder in Sunderland

Inspection date

Previous inspection date 10/10/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder demonstrates a good knowledge of each child's learning needs and stage of development. She provides a wide range of exciting and stimulating experiences that interest and engage children. Consequently, they make good progress.  Children are happy and settled. They enjoy loving and affectionate relationships with the childminder and her assistant.  The childminder has a good understanding of her responsibilities to safeguard children. Consequently, children are cared for in an environment that promotes their safety and well-being, both within the childminder's home and when on outings.  The childminder is consistent in her routines and the ways she manages children's behaviour, offering lots of praise and encouragement. As a result, children behave well.

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It is not yet outstanding because

 There is scope to strengthen the good working partnerships with other early years providers where children attend, to promote a more shared approach to children's ongoing learning.  Opportunities to support children in making independent choices about what they play with are not fully extended.

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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 indoors and outdoors.

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Inspection activities

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

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.  The inspector observed a specific activity planned by the childminder.

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Inspection activities

 The inspector took account of the views of parents in questionnaires and letters provided for 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 and older child in Houghton-le-Spring. She works with another registered childminder and an assistant. The whole of the ground floor is used for childminding. There is a bedroom available on the first floor for overnight care. There is a rear garden available for outdoor play. The family has a cat.

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Information about the setting

The childminder attends local community groups and 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.

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Information about the setting

The childminder operates all year round from 7am to 9pm, Monday to Friday, except family holidays. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder has an appropriate childcare qualification at a level 3.

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

 strengthen further the positive partnerships with other early years providers where children attend, to support a more shared approach to children's ongoing learning

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

 extend the opportunities for children to make independent choices, for example, by displaying pictures as well as words on storage boxes that contain toys and resources.

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who attend

The childminder is an experienced and enthusiastic childcare practitioner. She has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. The childminder works closely with parents from the start to support children's learning. She gathers information from parents about what their children are interested in and what they can do at home. This is combined with initial observations to identify children's starting points. Individual learning journals are in place for all children; these include photographs, examples of children's work and observations of them at play. These are linked to the seven areas of learning and are used effectively to identify the next steps in children's learning and assess their progress. The childminder provides interesting and challenging experiences that meet the needs of all children, both within her home and on regular outings. Consequently, children are interested and keen

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who attend

learners and are making good progress in developing the skills they need to prepare them for their next stage of learning, such as, moving onto nursery or school.

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who attend

The childminder engages fully in all aspects of children's play and skilfully extends their language through her good use of open-ended questions and discussions. For example, children thoroughly enjoy talking about their families. The childminder encourages them to name and describe family members from their photographs. They go on to cut out their faces and glue and stick them onto a large piece of paper, creating their bodies from different materials. The childminder talks about the different shapes, textures and colours of the interesting materials used. As a result, children learn new words and simple shapes, such as 'sticky', 'shiny', 'triangle' and 'square'. The childminder extends this learning by encouraging them to roll and mould the playdough into their family members. Consequently, children remain focused and interested in this activity for a long time.

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who attend

The childminder encourages children to make choices about their play, both indoors and outside. They thoroughly enjoy exploring the exciting items in the treasure basket and have great fun popping the bubble wrap and squirting water with the pipette. Children independently choose books from the attractive display. They enjoy listening to stories the childminder and her assistant reads to them as they sit together. These activities support children's early language development and literacy skills and promote their personal, social and emotional development.

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who attend

Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder carefully selects appropriate community groups to help develop children's social skills. The childminder supports and encourages children's good physical development, providing many opportunities for energetic play outdoors in the garden and at local parks. The childminder is particularly skilful at encouraging children to 'have a go'. Consequently, children learn to negotiate the steps on the climbing frame in the garden and balance on the musical stepping stones.

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who attend

Parents comment that they are happy with the progress their children make in their learning and development. The children's learning journey files are shared with parents and written information provides details of where their children are in their developmental areas. Parents comment that 'the activities and provision are stimulating and my child always comes home with something to say about what they have done'.

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

Children are happy and content in this warm and friendly family home. Settling-in procedures are effective in helping children to feel safe and secure and are tailored to meet the individual needs of children and their families. Lots of information is gathered before children start to ensure the transition from home to her care is as smooth as possible. This includes collecting important information from settings children previously attended. Consequently, they settle quickly and show a strong sense of belonging. Parents comment positively about the way their children have settled, stating 'I feel confident leaving my child in your care and know she is happy and well looked after'.

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

The childminder and her assistant use a positive and consistent approach to managing behaviour, which takes into account children's understanding and stage of development. They are good role models for children, treating them with respect and modelling good manners. They ensure all children are included so everyone feels valued. They plan activities to encourage sharing and turn taking. This is developed further by attending community groups so that the childminder can support children to play alongside other children and develop their confidence in larger groups. Children are becoming increasingly independent. For example, even very young children try and put their own coats and wellington boots on before accessing outdoors as the childminder gives them lots of encouragement and time to do so. These skills prepare children well for the next stage in their learning.

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

The childminder's home is highly organised and welcoming. The conservatory is set up so children can mostly, independently access a wide range of toys and activities. However, not all the contents of boxes are visible or labelled to assist children in making even more informed independent choices. Colourful posters are displayed reflecting people from around the world, as well as children's artwork and lots of information for parents. Consequently, children show a strong sense of belonging at the setting. The childminder and her assistant help children to begin to learn how to keep themselves safe. For example, they talk to children about safety issues throughout the day, such as the importance of getting off chairs properly and teach them how to evacuate the home in the event of an emergency. High standards of hygiene are maintained throughout all childminding areas. Clear routines for nappy changing help to prevent the spread of

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

infection, and toys and resources are kept in a clean condition. Information about children's dietary needs is requested and a good range of healthy nutritious meals and snacks further promote children's health. The childminder and her assistant support children in learning about simple personal hygiene. For example, they support children in washing their own hands and in using a tissue to wipe their nose, reminding them to put it in the bin afterwards.

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

The childminder recognises the benefits for children of having fresh air and access to natural environments with plenty of space for play and exercise. As a result, she ensures that children have daily access to outdoors. This means their physical development is promoted well as children have space to walk and run. Consequently, children are keen to be outdoors and their health benefits from being in the fresh air, while playing and having fun.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. She carefully reflects on activities and uses this information, along with her secure knowledge of child development and children's interests to help with future planning. The childminder supports children to take part in a good range of child-initiated and adult-led experiences, which are stimulating and varied.

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provision

The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. Children are safeguarded robustly as the childminder and her assistant are confident in their ability to recognise the early signs and symptoms of abuse. She has a clear safeguarding policy, which guides and informs her practice, as well as keeping parents informed of her legal roles and responsibilities. This reassures parents that their children are safe and well-cared for. The childminder ensures all legally required documentation is in place and up to date, for example, children's details and records of attendance. The childminder promotes children's safety well. Consequently, children are well protected. Children's safety is further enhanced with regular risk assessments and daily safety checks of the premises and for any outings. These reduce the chance of any accidental injury.

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provision

The childminder and her assistant both have a current first aid certificate, further protecting children in the event of a minor accident or injury.

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provision

Parents' and children's views are sought. For example, the childminder asks parents to give feedback through completing the questionnaires about her setting and discusses with the children what they enjoy doing. She then links these comments to her own evaluation of her setting and is always looking to make improvements. The childminder has made a positive start to her childminding business. She is proactive in seeking information from other good childcare providers and reading childcare publications to support children's learning. She is aware of her areas for further development. For example, she is continually developing her already good outdoor provision. The pond has now been filled in and she is in the process of providing children with their own planting and digging area. Consequently, children play in a safe environment which promotes their understanding of the world.

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provision

Partnerships with parents are good and they have access to a wide range of information about their children's learning and development. The childminder has daily discussions to keep them informed of their children's progress, which supports them to continue their children's learning at home through similar activities. The observations and photographs keep parents well informed, together with her overview about where children are in their learning. Close links with other providers of the Early Years Foundation Stage are in place. The childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development to ensure and promote their progression. However, links with the reception class teacher for children who have just started school are not yet as strong. This does not fully promote continuity in their learning.

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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 EY462204 Local authority Sunderland Inspection number 913344 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 8

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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

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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