Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 13/12/2013 11/03/2009

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are happy, confident and settled with the childminder and have clearly formed close bonds with her and each other. This supports their personal, social and emotional development and helps children to feel safe and secure in her care.  The childminder supports children's language skills well as she constantly talks to them and encourages them to name colours, shapes and to count as they play.  The childminder has attended relevant training and, as a result, has a clear understanding about the signs and symptoms of abuse and the procedures to follow should she have a concern about a child in her care.

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It is not yet good because

 The childminder does not effectively track and assess children's starting points and ongoing progress. This does not fully support learning in being targeted to meet children's individual stage of development.  The sharing of information about children's ongoing development with parents and other providers is not well embedded. This does not fully support continuity of learning for children and does not effectively support the childminder in using this information to extend children's learning.  Self-evaluation lacks rigour; it does not ensure that the views of parents and children are used effectively and does not fully identify and plan priorities for improvement.

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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.

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Inspection activities

 The inspector looked at children's learning journey records, a selection of policies and children's records and involved the childminder in a joint observation of an activity.

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Inspection activities

 The inspector took account of the views of parents through written comments that they left for the inspection.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 21 and 17 in Marske-by-the-Sea. The whole of the ground floor, the first floor bathroom and the rear garden are used for childminding. The family has two dogs as pets. The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3.

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must:

 improve the two-way sharing of ongoing information about what children can do and are interested in, with parents and other providers who also care for the children, to further involve them in children's learning and development

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must:

 effectively track and assess children's development milestones in order to assess children's starting points and ensure that learning is targeted to meet children's age and stage of development, for example, by making use of available guidance to make accurate assessments.

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

 improve self-evaluation by incorporating the views of parents and children more effectively and prioritising targets for improvement that will raise the overall quality of practice and the level of children's achievements.

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who attend

The childminder has a suitable understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage and uses this to provide children with an appropriate range of activities which cover all areas of learning. She gathers some information from parents at the start, for example, children's interests, however, she does not use this to identify children's starting points. This does not effectively help to effectively assess the progress children make while in her care. The childminder does demonstrate some good teaching. However, although she carries out observations of children's learning, she does not make effective use of available guidance in order to effectively track children's developmental milestones. This means that activities are not necessarily matched to children's individual learning needs in order to fully support them in making better than satisfactory progress in preparation for starting nursery or

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who attend

The childminder is warm, friendly and attentive to the needs of the children. She sits on the floor and participates well with them in their chosen activities; teaching them skills which will promote their overall development. For example, as they play with play dough she shows them how to use the roller and provides them with regular praise and encouragement. The children clearly enjoy the activity, talking about what they are making and how the play dough feels. Children have further opportunities to be creative and use tools, glue sticks and paint brushes through planned activities, such as making paper Christmas trees and calendars. They also attend regular messy play sessions at the local library. Children's hand-to-eye coordination and physical skills are further supported as the childminder provides them with resources, such as beads and threading strings and touch button toys.

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who attend

Children's language skills are supported well. For example, as children build a zoo with blocks the childminder encourages them to count how many they have and to identify the colours. She also introduces new words, such as big, small and push into their play, which children proudly repeat. The children are confident in her care and move around the space happily, singing and dancing. They join in with well-known nursery rhymes and enjoying doing actions to their favourite songs. This further promotes their language development. The childminder keeps parents up-to-date about their child's activities and learning through daily verbal feedback and sharing photographs with them. In addition, she has suitably completed a progress check for children aged two years, which she has shared with parents. However, she has not shared her observations of children's learning and effective systems for parents to contribute ongoing information about what their children

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who attend

are interested in and can do at home have not been established. This means that this information is not fully taken into account by the childminder when planning activities.

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

The childminder provides a warm, welcoming and nurturing environment where children are clearly happy and settled and have developed close relationships with the childminder and their peers. This is evident as they independently come to her for cuddles and hold her hand to encourage her to join in with their play. The childminder gathers information from parents at the start about children's routines and invites them for short settling-in sessions. This helps the childminder to get to know the children and supports them to feel secure in her care. The childminder uses praise and encouragement to support the children's good behaviour and children respond positively to this, for example, they help to tidy up and remind each other not to throw the toys. The children clearly show care and concern for one another, for example, they talk about children who are not present with affection and give each other cuddles as they play.

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

Children attend regular play groups where they have opportunities to socialise with their peers. In addition, they accompany older children to school, this helps to familiarise them with other settings. The children are also developing their self-care skills. For example, they proudly take off their own aprons and ask the other children 'can you do it?' This also prepares children for later transitions to nursery and school. The childminder promotes children's understanding of safety as they practise road safety on outings and fire drills. Children demonstrate their good understanding of keeping safe as they state, 'we wait across the road for the fire engine'.

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

Children play in a safe, clean and well-maintained family home. The childminder has a wide range of resources and sets out a suitable range each day for children based on their interests. In addition, children confidently ask for others which they would like. The childminder successfully promotes children's good health and well-being, for example, through daily hand washing routines and providing snacks of fresh fruit. Children have regular opportunities to be physical as they play in the garden, go to the park and take the dogs for walks. This further supports their good health.

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provision

Children are appropriately safeguarded as the childminder demonstrates a sound knowledge and understanding of how to protect children in her care. She has completed additional safeguarding training and has a range of written policies and procedures which are suitably shared with parents at the start. The childminder carries out visual risk assessments of her home to ensure that children are cared for in a safe environment. This is combined with appropriate safety procedures, such as supervising children and keeping external doors locked. All legally required documentation to effectively safeguard children and support their welfare is in place and up-to-date, this includes accident records and children's details. In addition, all adults within the childminder's home have had suitability checks with Ofsted. This further safeguards children.

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provision

The childminder has a suitable understanding of the learning and development requirements of the Early Years Foundation Stage. Monitoring of the educational programmes provided by the childminder is developing. The childminder explains that she looks at her observations to ensure that all areas of learning are covered when she is thinking about what activities to plan. The childminder demonstrates a suitable attitude towards developing her practice through attending relevant training and discussing practice with other childminders. She has suitably addressed most of the recommendations raised at the previous inspection, this incudes practising regular fire drills and ensuring that hazardous materials are out of children's reach. The childminder has previously completed an Ofsted self-evaluation form, however, her systems are not sufficiently robust. Her self-evaluation has not been updated and she has not developed

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provision

effective systems to gather feedback from parents. As a result, she does not have a secure understanding of her priorities for improvement. This does not fully support continuous improvement.

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provision

The childminder has developed close relationships with parents and they speak positively about the care and learning she provides. For example, they state that she that she is, 'great and reliable' and 'they trust her completely'. The childminder shares her policies with parents at the start this helps to keep them suitably informed about how she works. The childminder talks generally with other providers of the Early Years Foundation Stage. However, she has not further developed her procedures to fully share information about children's individual progress towards the early learning goals. This does not fully support continuity of learning for children who attend more than one setting.

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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 EY301156 Local authority Redcar & Cleveland Inspection number 877870 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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