Childminder in North Tyneside

Inspection date

Previous inspection date 23/10/2013 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

 Children make good progress because the childminder is knowledgeable about the requirements of the Statutory framework for the Early Years Foundation Stage, and how children learn and develop.  The childminder creates a warm and welcoming environment. Therefore, children are content and comfortable, displaying a strong sense of belonging and forming positive relationships with their peers and the childminder.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed the risks to her premises well and has minimised these so children can use all areas of the home and the garden safely in their play.  The childminder involves parents in their child's learning and development by sharing their learning journal, and daily diary that keeps them well informed about children's activities and achievements.

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It is not yet outstanding because

 Opportunities for very young children to explore natural resources and everyday items of various textures to encourage them to investigate and explore using their senses are not yet fully embraced.  There is further scope to extend opportunities that encourage children to explore and carry out their own creative ideas.

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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 play room and lounge.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder and the children throughout the inspection.

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Inspection activities

 The inspector took account of parent's views, through their completed questionnaires and the information from the childminder's action plans.  The inspector carried out a joint observation with the childminder.

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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 child aged two years in Wallsend, Tyne and Wear. The whole of the ground floor and the garden are used for childminding. There are currently two children in the early years age group on roll. The childminder operates all year round from 8am 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:

 enrich young children's opportunities for investigations of their senses, for example, by providing a range of everyday objects and items of various textures and weights to arouse their curiosity and encourage them to explore

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

 help children further to express their creativity, for example, by providing more opportunities for them to interpret and explore their own thoughts and ideas.

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who attend

The childminder has a good knowledge of how children learn through play. She is welcoming, encouraging and adeptly supports children. As a result, they are eager to take part, concentrate well and relish learning new skills. Planned learning experiences are clearly based on observation and assessments of what children can already do and are tailored to children's individual needs. The childminder also effectively tracks children's progress over time so that she knows they are making good progress in readiness for their transition into school. She ensures that she knows children's starting points when they first start with her, through gathering information from parents and confirming this through early observations of what children can do. The childminder is fully aware of the need to complete the 'progress check at age two' with parents and has suitable systems in place to implement this. Parents have regular access to their child's learning journal, and

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who attend

are actively encouraged to make their own contributions. This means that children benefit from a consistent approach to their learning, and it gives the childminder an accurate, all- round picture of their development.

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who attend

The childminder effectively promotes children's language and communication skills. She constantly talks to young children, explaining what she is doing and acknowledging their efforts to communicate. She repeats the words they say and responds to their gestures when they point to objects, using the correct word for these. Young children babble away happily. The childminder responds to this as if she is having a conversation with them, pausing to encourage the children to continue communicating with her. She effectively supports and extends children's thinking and helps them make connections in their learning. For example, she shows a genuine interest in what they say and do, offers encouragement, clarifies ideas and asks open-ended questions. The childminder takes advantage of every opportunity to teach children early mathematical skills, such as counting and problem solving. For example, as they play with an interactive toy she allows

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who attend

them time work out how the balls are inserted into the chute. She expands children's learning encouraging them to count the balls as they come down, and checks their understanding of colour as she asks them if they can find the green and yellow balls. Babies are beginning to show curiosity about toys and their environment. They readily explore the toys that are placed close by them, and become excited when they tap interactive toys and the music plays. However, the childminder has not considered how she can enrich the existing play provision and excite children's curiosity further through the provision of a wide range of everyday objects and natural resources. Consequently, their experiences are not as rich as possible.

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who attend

The childminder sensitively joins in children's play following their agenda. For example, a child decides to repair the wall with his pretend tools. He is very clear about what he wants to use, pretending to pick up the nails using the hammer to tap them into the wall. Children are imaginative and creative, as the childminder ensures they can act out roles, play with small world figures and toys and use interesting art and craft materials. They proudly show their artwork, such as the spider and ghost they have made for Halloween. However, occasionally during adult-led activities the childminder is inclined to direct the play to achieve her own learning objective, rather than allowing the children to experiment and interpret their own thoughts and ideas. The use of community activities support and develop children's physical challenges and social experiences. This is because they access different equipment and learn to mix with other children in different situations. All these

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who attend

activities support children to become independent and confident. As a result, they are well prepared and ready when the time comes to move onto nursery and school. Babies clearly feel confident to practise their developing mobility, supported by the childminder, who stays close by to ensure their safety. She uses resources, such as a standing frame, to encourage babies to stand as well as allowing them to observe their environment from a different perceptive.

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

Children are looked after in an inviting, stimulating and nurturing environment. Tailored settling-in arrangements enable children to build close bonds with the childminder and feel safe and secure. During this time, information is exchanged effectively between the childminder and parents. The childminder records details of home routines and asks parents to complete an 'All about me' document, which enables her to obtain more unique information. Consequently, the childminder gets to know each child very well, and is able to provide personalised care, in line with parents' wishes and children's individual needs. The areas of the home used for minding are homely and child-orientated with a good range of toys and resources that children can easily access themselves. This encourages them to become independent, active learners.

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

Parents are expected to provide a healthy diet for their children in line with the childminder's healthy eating policy. The childminder complements this with healthy snacks and regular drinks. She provides the children with experiences that help to teach them about the benefits of a healthy diet. For example, they visit the shops where they are encouraged to select fruit for their snacks. Children go on outings to local parks, and these provide them with lots of opportunities to access physical play equipment and expend energy. Consequently, children develop confidence as they take risks and learn new skills. The childminder promote children's independence in relation to self-care, and supports this through good role modelling, encouragement and praise. For example, she has created a star chart to help provide visual encouragement for children who are being potty trained.

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

The childminder acts as a good role model, ensuring children are learning about the importance of staying safe. She discusses road safety with them when out on walks and has effective procedures in place for emergency evacuation. The childminder demonstrates a secure understanding of how to manage children's behaviour and uses methods which reflect children's level of maturity and understanding. Children are polite and benefit from the purposeful praise and encouragement they receive from the childminder for their achievements. This successfully builds their confidence and self- esteem.

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provision

Children are safeguarded well because the childminder has an up-to-date knowledge of safeguarding procedures and has clear relevant policies which she understands and follows. She ensures parents understand her role and responsibilities regarding safeguarding by sharing her policies and procedures with them. The childminder gives good attention to making sure her home is safe and secure. She carries out risk assessment of her home, and makes use of appropriate safety features that take account of the ages and stages of development of the children in her care. This means that they can move freely around the home and gain confidence in their surroundings. The childminder instinctively uses information collated from parents and her initial observations to plan activities for them which they are interested in, and which she thinks will help them progress. She carefully and sensitively observes and assesses children's progress

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provision

and has a very clear understanding of each child's level of development, so that she can support their next steps in learning through their chosen activities. Good partnership working with parents complements the process of observation and assessment as she actively seeks parents' contributions and views incorporating home observation into her assessments. Consequently, children are making good progress from their starting points.

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provision

The childminder understands the importance of establishing a good relationship with parents. She ensures that information is exchanged daily with parents about their child, and she completes a daily diary with an overview of how they spend their time and their personal care routines. This means that the childminder and parents work well together for the benefit of the child. Feedback from parental questionnaires shows that parents are very happy with the service provided by the childminder. The childminder is not currently caring for children that attend other settings. However, she fully appreciates the importance of working in partnership with other early years providers to promote a shared approach to children's care and learning.

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provision

The childminder is motivated to continue developing her own knowledge because she understands how this can help her to improve outcomes for children and the service she offers. For example, she has attended some additional training courses, and has other training courses planned for this year. She evaluates her childminding provision well and is aware of its strengths and areas for development, setting herself monthly action plans to achieve her aims. This is strengthened by the collaborative approach which involves the use of questionnaires to seek the views of parents. Subsequently, this leads to an evaluation that is accurate with the setting of realistic goals and targets to bring about sustained improvement.

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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 EY462186 Local authority North Tyneside Inspection number 918503 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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