Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 14/11/2013 27/09/2011

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early years provision

This inspection: 3 Previous inspection: 3 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 requires improvement

 The childminder has good relationships with parents. She communicates effectively with them and this means that the ongoing needs of the children are well met.  Children behave well in the setting because the childminder has a clear behaviour management policy with well thought out rules which children understand and follow.  The childminder has very good relationships with the local schools. Ongoing communication with staff means that the childminder builds on and supports children's learning effectively.

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It is not yet good because

 The childminder does not maximise children's progress because observations and assessments are not always precise enough to shape future learning or to identify areas for development.  Plans to improve the setting are not sufficiently focused on identified priorities for improvement and as a result some areas for development are missed.

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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 held discussions with the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the provider's self-evaluation form and improvement plan.  The inspector took account of feedback from parents.

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Information about the setting

The childminder was registered in 2010. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her 10-year- old child in a residential area in the west of Newcastle-upon-Tyne. The playroom and lounge downstairs and the toilet upstairs is used for childminding purposes and there is an enclosed yard, available for outdoor play.

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Information about the setting

The childminder visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend on a part-time basis. The childminder provides care all year round from 8.30am to 6pm Monday to Friday except for family holidays. The childminder supports children with special educational needs and/or disabilities and children with English as an additional language. She is a member of the Professional Association for Childcare and Early Years.

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must:

 use observations to develop precise assessments to understand children's level of achievement, interests and learning styles and use these to shape learning experiences.

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

 improve the process for self-evaluation, so that it effectively identifies priorities for development, enabling challenging targets to be set.

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who attend

Children enjoy a suitable range of interesting activities across the seven areas of learning. The childminder understands the importance of children selecting their own activities and she ensures that young children have enough time to follow their own interests and select their own activities. The childminder has a reasonable understanding of where children are in their learning because she observes children to find out what they have achieved and what they enjoy doing. Her observations are matched to the areas of learning of the Early Years Foundation Stage. She generally uses her observations to plan suitable activities for the children. However, there are times when the childminder does not accurately identify areas where children are working ahead or in line with age-related expectations because her planning and assessments are not consistently rigorous. As a result, learning experiences are not always fully matched to the children's needs and areas of under

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who attend

achievement are sometimes missed. However, the childminder does work well with other providers of the Early Years Foundation Stage and she takes on board any targets for children with special educational needs and/or disabilities and as a result, all children make steady progress.

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who attend

The childminder supports children with an additional language to develop their use of English. She plays alongside the children and comments on what they are doing. For example, she looks at a book with younger children and introduces the words of some of the animals on the page. As a result, by the end of the activity children clearly say 'spider' and 'cheetah' and attempt other more complex words, such as 'crocodile'. The childminder is aware of the ways in which children communicate. She responds as children use pointing or gestures to ask for things, which means that children are able to make their own needs known to others. Children make good progress in their physical development. The childminder plans a range of activities to develop this further, for example, she plans activities, such as using beads, so that younger children are able to pick up and move objects using their thumbs and fingers. She also plans a range of drawing and painting

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who attend

activities. As a result, very young children demonstrate good control when handling small tools and develop skills which prepare them for the next stage in their learning. The childminder ensures that children have time to be active and she visits the park when she picks children up from school or nursery. She also ensures children have time to play outside in the garden or on the trampoline. This means they have plenty of opportunity to develop their large muscle skills.

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who attend

Children enjoy listening to music. The childminder helps children to make their own shakers to develop their enjoyment further. Young children enjoy painting and exploring the marks they can make with brushes. The childminder extends this by encouraging children to use their hands and fingers. This means that children can express their ideas through music, dance and art and craft activities. The childminder works well with parents and there is an ongoing dialogue between the parents and the childminder about what their children have been doing. She shares what children have enjoyed doing that day and talks with parents about what their children have achieved so that parents can develop this further at home.

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

The childminder has a good relationship with the children. She is calm but very cheerful and the children respond to this well. Young children have a very close bond with her and they seek out the childminder for cuddles and kisses. The childminder responds to their individual care needs as she recognises when children are tired or hungry. Parents comment that their children love coming to the childminder and look forward to the time they spend with her. This means that children are emotionally secure. The childminder is flexible when she settles children into her setting and recognises that some children need more support than others. She finds out about the children's interests and routines but also finds out about specific cultural or dietary needs too. The childminder ensures her environment promotes independence. For example, resources are stored in boxes and others are stored at child height, which means that children can access them

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

independently. The childminder also encourages independence throughout the session, for example, children are given time to take their own shoes off when coming in and they are encouraged to feed themselves at meal times.

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

Children generally behave well in the setting and the childminder deals with unacceptable behaviour promptly. She has a clear behaviour management policy, which she consistently follows. She works with the school to ensure that she uses the same rules in the setting as children have in school and she shares these rules with parents. Children learn to play alongside each other and younger children begin to learn how to use toys appropriately. They talk to each other as they play and begin to develop an awareness of the needs of others. These skills prepare children for the next stage in their learning. Children are beginning to understand how to keep themselves safe in the setting as they practise how to leave the home safely in the event of a fire. They are reminded to hold hands and stay together when outside of the setting.

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

Children have a reasonable understanding of how they can keep themselves healthy as they enjoy fruit for snack and have access to water throughout the day. The childminder provides a range of healthy meals, which take into account different dietary requirements and individual preferences. Children wash their hands before meals, after using the toilet and playing outside. They have access to fresh air and exercise as they go to the park, walk to and from school and play in the garden. The childminder helps children to settle into school as she talks about the school and things that they can do there as they wait to collect children from school.

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provision

The childminder has a reasonable understanding of her responsibilities in meeting the learning and development and safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. The childminder understands her responsibilities in relation to safeguarding and has attended training. She has clear policies in place and knows who to contact if she has a concern about a child in her care. Children are kept safe inside and outdoors because thorough risk assessments are carried out daily to identify potential hazards. The childminder is currently updating her first aid certificate and knows how to deal with accidents and injuries.

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provision

The childminder has informal strategies in place for monitoring and evaluation. She has a self-evaluation form, which provides an overview of the setting's strengths and weaknesses and takes into account the views of parents. However, areas for development are not sufficiently precise. As a result, the childminder has not identified that on occasions her assessment is not consistently thorough enough to fully identify any gaps in learning where further interventions may be needed. The childminder attends training whenever possible and reflects on her practice as a result of this. She has a good relationship with the local authority and this demonstrates that she has a reasonable capacity to improve further. Partnerships with parents are good. The childminder encourages a two-way discussion between herself and parents at handover times. She also uses a daily diary to communicate and she talks to parents on the telephone. Parents comment that the

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provision

childminder takes into account their personal wishes in relation to the care of their child. The childminder also encourages parents to communicate with her and tell her what their children have been doing at home. Consequently, parents are kept informed about their child's day. The childminder has developed good links with the local schools. She works with staff on an individual level to support children's continuity of care. For example, she talks to one teacher about how she can support a child's spelling, while she shares information about a child's development with another. She works well to support children with special educational needs and/or disabilities and shares resources with school staff to enhance a child's experience in the school's sensory room. This means that the childminder effectively builds on and supports children's learning in school.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY416062 Local authority Newcastle Inspection number 875574 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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