Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 18/12/2013 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 are cared for by a childminder who clearly understands how young children learn and develop, which results in them making good progress in her setting.  Children's communication skills are promoted well by the childminder and she uses successful ways of working with children who have English as an additional language to further develop their communication skills well.  Children feel safe and settled in the childminder's care due to her responding warmly towards them and carefully following their familiar routines.  Children are highly independent due to the way the childminder successfully organises her environment and the consistent encouragement she provides to encourage children to do things for themselves.

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It is not yet outstanding because

 Younger children are not always given time to think about and respond to questions from the childminder, to further enhance their speaking and listening skills.  There is further scope to introduce more real and natural items to enhance children's play experiences and encourage their exploratory skills.

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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 observed activities in the living room, playroom and the garden.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and her self- evaluation form.

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Inspection activities

 The inspector took account of the views of parents by looking at letters left by them at the setting.

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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 two children aged 12 and seven years in Newcastle. The whole of the ground floor and a bedroom and the bathroom upstairs is used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local sure start centre. She collects children from the local schools. There are currently nine children on roll, seven are in the early years age group and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The family has a pet rabbit.

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

 enhance younger children's listening and speaking skills further, for example, by providing time for them to respond to questions

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

 increase the range of freely available natural and real items to enhance children's exploration skills.

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who attend

Children make good progress in their time with the childminder due to the successful ways she promotes their learning and development. She produces written plans, which are used to support children's development across the prime and specific areas of learning. This results in them benefiting from a wide and varied range of experiences that moves their learning forward. Plans are flexible to ensure that children remain motivated and engaged in their play. For example, the childminder notices that children lose interest in a creative activity she has planned, so she encourages them to guide their own learning by watching what they move on to do next. Regular observations about what children can do enables the childminder to plan how she will promote the next steps in children's learning and development. The childminder continually promotes and values each child's interests as she vigilantly watches what captures their imagination.

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who attend

The childminder promotes children's language development well. She responds to younger children's emerging language by repeating words and introducing new words to stretch their vocabulary. Younger children's gestures are responded to consistently. For example, when children point out of the window, she talks to them about what is happening in the street and when they go to the patio doors, she asks whether they would like to go outside. This results in all children being confident communicators who are easily able to make their needs known. However, on some occasions, younger children are given less time to respond to questions from the childminder to further develop their speaking and listening skills. The childminder works hard with children who have English as an additional language in her setting. She uses applications on information and communication technology equipment to promote their development of English through

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who attend

pictures and then repeats words to enhance their understanding. This successfully promotes their understanding of English. Children relish listening to stories with the childminder, which promotes an interest in books. They snuggle up on her knee during snack time and make animal sounds together while they look at pictures of a farmyard. The childminder uses words, such as 'lots' and 'bigger', to promote children's mathematical development well. She counts with the children in their play, which successfully encourages their interest in numbers.

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who attend

Good resources that are well organised by the childminder promote children's creativity well. The childminder shows a clear understanding of how young children learn as she brings out different sized brushes, shape cutters and pan cleaners with large sheets of paper placed on the floor, so that children can enjoy exploring paints. The childminder plans activities that support children learning about diversity. She encourages children from different cultures to bring items from home, such as traditional dressing-up clothes and uses these to help all children in her setting value and respect those with different backgrounds. The childminder values verbal exchanges with the parents when they collect their children. She uses these opportunities successfully to share what children have done and talks to parents about the development their children are making. Additionally, she shares learning journey records, containing photographs, with the parents and uses texts

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who attend

to share instant information with them. In this way, parents are involved in their children's learning.

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

Children have very positive relationships with the childminder. They are confident, happy and secure in her care. They have formed secure emotional bonds with the childminder and confidently approach her for reassurance and support. The childminder responds intuitively to children's anxieties. For example, when younger children are unsure of unfamiliar adults, she provides good support for them by being close by and offering her hand to hold as they go and choose toys and equipment from another room. The childminder collects good information from the parents when children start to attend her setting. She uses this to ensure that she follows their familiar routines to help ease the move between home and the childminder's setting. Younger children's individual needs are consistently met well by the childminder. For example, she soothes younger children to sleep with lullabies, which provides them with a strong sense of security. The childminder

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

has a secure understanding of how to manage behaviour. She focuses on praising children's achievements, which raises their confidence and self-esteem. Additionally, she provides a good role model for children to show them how to behave, for example, by thanking them for passing her a toy. The childminder promotes children's social skills by taking them to toddler groups, so that children learn to play alongside others in larger groups. These skills prepare children effectively 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 organises her setting very well to ensure that children's independence is consistently promoted at all times. Toys and equipment are stored in low-level, clearly labelled boxes with photographs to show what is inside. This results in children easily being able to make decisions about what they want to do. Younger children also keenly tidy boxes away after they have finished using them with the childminder's support as they know where they go. Children benefit from a range of good quality toys and equipment. However, there is further scope to increase the range of natural or 'real' items to enhance children's play experiences. Children relish being outdoors. The childminder notices younger children's gestures, for example, as they point towards the door and she encourages them to fetch their coats and shoes to go outside. Children's physical skills are well developed. They easily climb up the steps on the slide and confidently negotiate

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

getting in and out of a sit and ride car independently. The childminder supports younger children to take manageable risks. For example, she allows younger children to independently climb up and down the step in the garden but remains close by, so that she can support them if needed. This results in children deciding how to negotiate challenges safely themselves.

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

The childminder carries out risk assessments of her premises and outings, which ensure that children's well-being is consistently protected in her setting. She follows clear procedures to ensure that children's well-being is further safeguarded by practising regular fire drills, which ensures that children know what to do in the event of an emergency. Children's good health is securely promoted by the childminder. She ensures that children remain free from cross-infection by following a comprehensive 'sick children' policy. Children benefit from a range of healthy snacks. They are encouraged to independently choose from a variety of fruits, which ensures they learn to make decisions about healthy foods.

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provision

The childminder shows a very secure understanding of the welfare and learning and development requirements. She successfully meets these to ensure that both children's learning is promoted well and their welfare is effectively safeguarded. Good systems are continually used by the childminder to ensure that she can accurately monitor the progress children are making in her setting. She clearly identifies any gaps in children's development and plans activities and experiences to meet their individual needs, which results in them making further progress. Policies and records that the childminder maintains are regularly updated to ensure they reflect her practice and safeguard the children in her care. The childminder shows a very good understanding of how to safeguard the children in her care and recognise signs of abuse. She follows a clear safeguarding policy, which means that she passes any concerns about a child onto the

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provision

appropriate professionals. This results in children's welfare being successfully protected.

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provision

The childminder is a highly reflective practitioner. She continually considers what measures she can put in place to improve her setting. For example, she has organised the playroom very well to further promote children's independence. By labelling low-level boxes with photographs and words, even the youngest children are confident decision makers. The fence in the garden has been heightened since registration to further protect children's safety when they play outdoors. Self-evaluation is effective as the childminder is able to clearly identify her strengths and areas for improvement. She then uses this knowledge to make good improvements that benefit the outcomes for children.

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provision

Partnerships with parents are highly successful. They comment on how the childminder is 'great' at making their child feel at home, that they 'instantly felt comfortable' and she provides a 'safe secure environment' for their child. The childminder has a range of comprehensive written policies that are shared with parents to ensure they are aware of how her setting operates and know what to do if they have a complaint. She does not currently care for any children who require additional support. However, she knows of the importance and value of working with other professionals to ensure children can make good progress in her setting, should the need arise. The childminder effectively works with others who deliver the Early Years Foundation Stage to children attending her setting. She has developed successful relationships with local schools. This results in her collecting good information about each child's development to provide a continuous learning journey

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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 EY450847 Local authority Newcastle Inspection number 904835 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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