Fawkes, Alison Marie

Inspection date

Previous inspection date 05/12/2013 20/01/2009

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early years provision

This inspection: 2 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 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 understanding of how to promote communication and language. As a result, she is able to implement different strategies to enable children to make good progress in this area.  Children are very happy in the setting and have formed very good relationships with the childminder.  The childminder has good relationships with the local school, and ongoing communication with staff means that children settle into school or nursery quickly and the childminder builds on their learning effectively.  Children have access to a stimulating environment outdoors. This enhances their learning because they have access to a broad and balanced curriculum.

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It is not yet outstanding because

 There is scope to develop the already good selection of resources to ensure children can use a range of interesting and different resources to develop their growing exploration skills.  There is room to enhance children's obvious enjoyment of books by using puppets and other objects to bring stories to life.

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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 talked to parents and took into account feedback from parents.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged one and four years in Boldon Colliery, South Tyneside. The home is close to local amenities, such as shops, primary schools and playgroups, and is easily accessible. The whole of the ground floor is used for childminding purposes and there is an enclosed garden to the rear 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 three children on roll, all of whom are in the early years age group and attend on a part-time basis. The childminder operates all year round from 8am to 6pm Monday to Friday, except for family holidays. She cares for children with special educational needs and/or disabilities, and is a member of the Professional Association for Childcare and Early Years.

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

 develop further the selection of resources for younger children by providing a range of natural resources which can be used and combined in different ways, to encourage children to learn using all of their senses

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

 enhance the storytelling activities to further develop children's enjoyment of books.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. The childminder knows where children are in their learning because she uses information from parents and her own observations to establish their starting points. She observes children constantly to find out what they have achieved and what they enjoy doing. Her observations and assessments are matched to the age-related expectations of the Early Years Foundation Stage. She highlights where children are in their learning and identifies areas where they need further support. She plans stimulating activities for the children which are based on the learning needs identified in her observations. For example, she plans an activity for painting with marbles to help support small muscle skills. This means that the childminder has a clear picture of where children are in their learning and where they need further support. She also works well with other providers of

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who attend

the Early Years Foundation Stage and she takes on board any targets for children with special educational needs and/or disabilities. Consequently, all children make good progress in relation to their starting points.

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who attend

The childminder develops and extends communication well. She plays alongside the children and comments on what they are doing. She speaks clearly and ensures children have time to answer. The childminder also recognises the importance of singing and uses songs and nursery rhymes to develop language further. Children clearly enjoy songs and anticipate the actions. This helps them to develop their language and communication. The childminder plans activities to support children's developing fascinations. For example, young children enjoy putting blocks in a wheel and watching them rotate. Children also enjoy exploring the noise that different electronic toys make when they press buttons. This supports their development in information and communication technology. However, there is scope to develop the already good selection of resources to ensure children can use a range of interesting and different resources to develop their growing exploration

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who attend

The childminder supports children's developing literacy skills as she reads books to them, encouraging them to interact with the story. She uses good expression to engage children and they show an interest in the pictures. However, there are occasions when children begin to lose interest in books that are read to them. There is scope to develop this further by ensuring that children can use puppets and other props to help them engage with the story. The childminder also works with the local school to find different ways of supporting early reading. For example, she plans activities to develop early reading skills, such as blending. She also helps children to make number cards. These activities help them to recognise numbers and develop skills which support them in the next stage of their learning. The childminder ensures that children have time to be active and to play outside in the garden, which has been carefully arranged to support the seven areas of

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who attend

learning. This means they have plenty of opportunity to develop their large muscle skills.

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who attend

Children enjoy joining in with rhymes. They sing and explore different sounds as they use musical instruments. Young children take part in painting and exploring the marks they can make on the paper. Older children enjoy a range of craft activities, such as Halloween masks or printing with shapes. Children enjoy building dens and this forms a basis for imaginative play. This means that children can express their ideas through music, dance, imaginative play and art and craft activities. The childminder works well with parents and there is an ongoing dialogue between 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 they 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 cheerful and the children respond to this well. Young children develop a close bond with her and enjoy lots of praise as they explore shape sorters, trying to slot the shapes in to the correct spaces. They also enjoy playing games, such as 'peek a boo'. This demonstrates that children are emotionally secure. The childminder responds to their individual care needs as she recognises when children are tired or hungry. She 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, along with any specific dietary needs.

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

Children play in a child-friendly, safe environment with clean, age-appropriate and well- maintained toys and equipment that effectively support their overall well-being and care. The childminder has thought carefully about her environment and ensures that children can also access the seven areas of learning outside. 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 independently. The childminder also encourages independence throughout the session, for example, children are encouraged to feed themselves at mealtimes. Children generally have a good understanding of how to behave in the setting and the childminder helps them to develop control over their actions. She explains to the children about her expectations within the setting. She encourages children to play and learn together, and

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

takes the time to show children how different resources can be used. The childminder helps children to take turns as they pass the car to each other, and she talks to them and helps them to share resources. This helps children to develop an awareness of the needs of others as they play. These skills prepare them 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 good understanding of how they can keep themselves healthy. Parents provide meals for their children but the childminder ensures children eat a range of fruit for snack and have access to water throughout the day. 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 good understanding of her responsibilities in meeting the learning and development and the safeguarding and welfare requirements of the Statutory framework of the Early Years Foundation Stage. She understands her responsibilities in relation to safeguarding and has attended training. She has clear policies in place which underpin her practice well and she knows who to contact if she has a concern about a child in her care. Children are kept safe inside and outdoors because risk assessments are carried out daily to identify potential hazards. The childminder has a current first aid certificate and knows how to deal with accidents and injuries.

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provision

The childminder monitors her provision effectively. There is a broad programme of activities, which enables the children to make good progress. Assessments take into account the Early Years Foundation Stage and this means that the childminder knows where each child is. As a result, she can highlight any possible gaps in children's learning and plan appropriate interventions to support each child. The childminder has a detailed self-evaluation form, which accurately identifies what she does well and what she wants to improve. She uses feedback from parents and children to evaluate and improve her provision. The childminder recognises the importance of professional development and carefully selects training, based on the priorities of the setting, For example, she has recently attended training on speech and language development to support children in the setting. The childminder has developed good links with the local authority and other

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provision

childminders through local networks meetings, and this helps her to develop her provision further. As a result, she has a good capacity to improve further.

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provision

Partnerships with parents are good. The childminder encourages a two-way discussion between herself and parents at handover times, and is constantly reviewing and improving her provision to enable her to do this. For example, she has recently implemented daily diaries to improve the flow of information so that parents can still tell her what they have been doing at home even when they are rushing. Consequently, parents are kept informed about their child's day and the childminder knows how she can support learning from home. The childminder is proactive in developing links with local schools. She has arranged meetings with the school to establish a partnership. She finds out how she can support children further. For example, she is currently developing activities to support children's early reading, following suggestions from the school. She talks to the parents about appointments with healthcare professionals and builds on this in the setting. This

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provision

means that the childminder effectively builds on and supports children's 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 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 EY307498 Local authority South Tyneside Inspection number 877925 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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