Childminder in Durham

Inspection date

Previous inspection date 31/12/2013 Not Applicable

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early years provision

This inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The quality of teaching is inadequate because the childminder does not have sufficient knowledge of the progress that children are making to identify and plan challenging next steps in their learning. Consequently, children's progress is restricted.  The childminder has not developed methods to implement the progress check at age two to identify the children's strengths, and any areas where the children's progress is less than expected.  The childminder does not share all relevant information with parents or other settings that children attend, with regard to children's progress, in order to fully support and complement children's learning and development.  Plans for future development do not clearly demonstrate how targets are prioritised and planned to drive continuous improvement.

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It has the following strengths

 The childminder has a cheery, friendly approach, to which children respond well. They are confident and comfortable in her care and children's emotional well-being is fostered.  The childminder has a sound knowledge and understanding of safeguarding and ensures that children are kept safe at all times by supervising them appropriately.

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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 childminder's home and carried out a joint observation with the childminder.

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Inspection activities

 The inspector held discussions with the childminder and talked to children during the inspection.  The inspector looked at children's information, records and policies and procedures.  The inspector took account of the written views of parents left for the inspection.

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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 partner and their two children aged 13 and six years in a house in the Seaham area of County Durham. The whole of the ground floor is used for childminding and there is a back yard for outdoor play. The family has a dog and a cat.

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Information about the setting

The childminder attends a toddler group and activities at the local sure start centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 plan a challenging and enjoyable experience for each child in all of the areas of learning and development to assess children's progress and plan the next steps in their learning

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must:

 develop methods for reviewing children's progress between the age of 24 and 36 months, and provide parents with a short written summary of their child's development in the prime areas

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must:

 develop the arrangements for sharing information about children's learning and development with parents and partnership working with other providers that children attend, in order to fully support and complement children's learning and development

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must:

 develop methods used for self-evaluation, so that it is rigorous and identifies how and when areas for improvement will be achieved.

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who attend

The quality of teaching is inadequate because planning does not match activities to individual children's learning needs. The childminder does not have a consistent understanding of how children learn and develop and has not made use of guidance documents, such as the Statutory framework for the Early Years Foundation Stage. She observes the children in their play; however, she does not evaluate what she has observed well enough to plan what next for individual children. This is evident in some planned activities, which involve children in making slush. The childminder has some learning intentions that she wants children to gain from the activity, but they are not necessarily pertinent to the children taking part or used consistently. However, children enjoy turning the handle on the maker as they crush the ice and then add flavours to it and drink it. The childminder is aware of the requirement to carry out progress checks for children age two

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who attend

years, but has not considered how she will accomplish this, to identify children's strengths and any delays or gaps in their learning.

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who attend

While the childminder is not yet planning activities to ensure that children are sufficiently challenged in their learning and development, children do enjoy some of the activities on offer. They have the opportunity to participate in a variety of activities and experiences that the childminder plans for the whole group. She listens carefully to what each child has to say and responds appropriately, for example, by getting resources out when they ask for them, such as paints or dressing up clothes. She ensures that children learn about numbers in everyday activities. For example, she has labelled the food boxes with numbers in the imaginative area that she has created as the sunshine shop and cafe. She helps children to recognise the numbers by asking them what it says on the box and praises them for their efforts when they say one. She helps children learn how to count in the correct sequence by pointing to and counting the spaces on the number jigsaw, which

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who attend

helps children recognise that they need number six to fit in the empty slot. The childminder provides a relaxed atmosphere in the home and children gain confidence as they choose what they want to do and talk to each other and the childminder. They share these widening contacts during their play by asking the childminder for resources such as pasta and cornflakes for the cafe and take pleasure in stirring the ingredients together. The childminder helps children learn how to make marks in a variety of ways. They use chalk on the blackboard and say that they are making circles. They like to mix paint and use brushes to make marks and particularly enjoy making hand prints where they put two colours on their hands and look at the patterns they make. However, the weaknesses in observation and assessment for children's progress in learning and development do not fully support their readiness for school. For example, children do not have enough

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who attend

opportunities to make progress in the prime areas of learning.

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who attend

The childminder keeps parents informed about what children have been involved in each day through a daily diary. This covers information such as meals, sleeps and activities. She completes an activity book for each child that contains photographs of activities and samples of their artwork, which she encourages parents to take home once a month to look at. However, the childminder's lack of understanding regarding observation and assessment means she has not shared relevant learning and development information with them, which impacts negatively on their ability to have an effective input into their children's learning and development at the childminder's and in how they can continue their child's learning at home.

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

The childminder speaks with parents about children's individual care needs and demonstrates an understanding of children's likes, dislikes and dietary needs when they first start. The childminder invites parents to visit her home with their children prior to starting, and builds up the time that they are left, so that they can get to know her and her home. This helps children to move happily from their home to the childminder's care. Children form secure attachments to the childminder as their key person, which supports their well-being when they are with her. Children's behaviour is managed sensitively. For example, the childminder has displayed rules for behaviour, which she reminds them about during their play. Older children gain in confidence and show their understanding by reminding younger children that they need to sit down at the table for breakfast. The childminder uses rewards for positive behaviour, such as stickers and encourages sharing

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

through cooperative games. For example, children sit in a circle on the floor and do a version of pass the parcel, passing a bag of fruit round. When the music stops they help themselves to a piece of fruit. The childminder gives children timely reminders about how to manage their own safety, such as not to climb on the furniture and how to use equipment safely, such as the slush maker.

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

Children have plenty of space in the home to move around and choose where they want to carry out their activities. They move freely between the front room and the kitchen/diner. Resources are easily accessible in both rooms for them, which helps to develop their independence. They access the back yard for physical activity, where they play on bikes, scooters, the slide, with water and do planting. Walks in the local environment, such as the woodlands and beach, help them learn about where they live. They collect slugs and snails on these outings, which they put in the soil box in the back yard and observe what they do. The childminder ensures that children's health needs are looked after and that they develop their own self-care skills. For example, she incorporates lots of talk about food during children's play. She helps them recall what they had for breakfast yesterday, stimulating talk about what children like to have. She involves them

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

in the preparation of meals such as asking them to set the table with the correct number of plates. Children have the opportunity to socialise at breakfast, sitting together and chatting to each other. The childminder involves children in learning about planting and growing. For example, they have a blackberry bush in the back yard, which they collect blackberries from. The childminder helps children understand the need to wash hands at appropriate times, such as before meals and after painting activities. The downstairs bathroom means that it is easily accessible for children and assists them in their independence skills as they become aware of when they need the potty and toilet.

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

The childminder has some awareness of working in partnership with other providers that children attend as part of the Early Years Foundation Stage. She receives and passes on information between these provisions and the parents about children's care needs. However, she has not developed methods for sharing information about children's learning. This results in the childminder not having a full picture of children's learning so that she can plan and offer continuity in their development.

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provision

The childminder is not meeting a number of the requirements of the Statutory framework for the Early Years Foundation Stage. Implementation and monitoring of the educational programme is weak. Although, the childminder has some planning in place based on the seven areas of learning, this is not effective due to children's development not being assessed over time. This impacts on her not providing enough challenge in her planning for all children and her ability to implement the progress check at age two for eligible children, which results in their progress being restricted. This impacts negatively on the childminder's ability to share learning and development information with parents and other settings that children attend. The childminder demonstrates some commitment to improvement and has indicated through a written self-evaluation, that she would like to attend further training to ensure her knowledge of the Early Years Foundation Stage is up

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provision

to date. She seeks parents' views on her provision through verbal discussions and questionnaires and takes on board suggestions for improvement in practice, such as providing a wider variety of fruit at snack times. However, she has not fully considered how she will prioritise areas identified for improvement and how she will achieve them in order to ensure sustained improvement.

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provision

Arrangements for safeguarding children meet requirements. A written safeguarding policy is in place and the childminder knows the procedures to follow should she have any concerns about children's welfare. Other policies and procedures, which promote children's safety and welfare, such as equal opportunities and behaviour management, are in place and shared with parents. Children's well-being and safety is further assured through the risk assessments that the childminder undertakes of the home, her resources and for outings she makes with the children. She knows and follows her own control measures and through her practice, ensures children are supervised at all times. For example, her home and premises are kept secure, preventing children from being able to leave unattended. She reviews her risk assessments regularly and is compliant with the requirements to ensure children are kept safe and secure. All necessary records are in

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provision

place and maintained, such as attendance records, which show that she ensures the correct ratios are kept at all times to ensure children's safety.

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provision

Parents are broadly supportive of the childminder and the care that she offers to their children. They left written comments for the inspection stating that their children look forward to every visit and they have noticed their children's interaction skills and confidence has grown in leaps and bounds. They also state that the childminder is dedicated to keeping the children happy, busy, healthy and polite and that she always considers their personal, social and emotional development. The childminder is aware of the need to liaise with local agencies should she care for children with special educational needs and/or disabilities to fully meet their needs.

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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 EY466056 Local authority Durham Inspection number 927937 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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