Adele Jane Lewis

Inspection date

Previous inspection date 08/01/2014 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

 The childminder has a secure knowledge and understanding of how to ensure children make good progress in their learning and development. Through her good teaching she provides children with a wide range of activities that are interesting and appropriately challenging.  The childminder offers children a warm and welcoming home. She provides flexible settling-in arrangements for new children, which enables them to settle quickly as they become familiar with her home and routines.  The childminder has a good understanding of how to promote the health and safety of children in her care. She has a clear understanding of the safeguarding procedures, and effective risk assessment and good supervision ensure children are protected from harm.  The childminder demonstrates the motivation and drive to develop her service. She regularly monitors and evaluates her skills and the progress children make, which

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It is not yet outstanding because

 Very occasionally, the childminder overly directs children's play, reducing their opportunities to explore and think things through so they develop their own ideas and solutions.

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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 made observations of the children while they were engaged in activities in the lounge and kitchen.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of parent's views, through written documentation they had provided for the inspection and the information from the settings self- evaluation.  The inspected carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and eight years in Heworth, Gateshead. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has two cats and two guinea pigs. The childminder attends a toddler group on a regular basis. She visits the shops and park, and collects children from the local schools and pre-schools.

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Information about the setting

There are currently eight children on roll, of whom two are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds a relevant childcare qualification.

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

 allow children more opportunities to explore and think things through to develop their own ideas and solutions, and to learn through their own trial and error.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements and the quality of her teaching is good. Parents' involvement in their child's learning and development is encouraged as soon as the arrangement starts. Children's starting points are identified through initial discussions with parents and their completion of the early years tracker and her observations. This forms the basis of the planning to support children's progress towards the early learning goals. The childminder completes ongoing observations of the children, which allows her to provide activities and experiences that enhance learning and support them to make good progress. She shares her observations of children with parents and discusses ways of supporting and extending children's learning at home. This helps to ensure any areas of concern are promptly addressed so that every child is assisted to meet their full potential.

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who attend

As a consequence, the childminder has a clear understanding of children's individual starting points and progress. Children's individual learning journey records are attractively presented with photographs and written observations, and are regularly shared with parents to ensure that they are fully involved in their child's ongoing learning and development. The childminder plans interesting and exciting activities every day and allows children to follow their own interests. For example, from her observations she has identified children's interest in building and constructing so provides resources which enable them to fulfil this interest. Children enjoy her joining in with their play because of her fun, enthusiastic approach. However, very occasionally she over directs children's play and does not always give them the opportunity to think, make their own decisions and learn by trial and error. This sometimes inhibits children from fully considering all their options, making up their

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who attend

own ideas and finding their own solutions. The childminder gives high priority to supporting children's communication and language skills. For example, she constantly talks to the children and encourages younger children to repeat words and sounds. As a result, they develop their vocabulary and enjoy the individual attention. Children have opportunities to make marks with various utensils and express their creativity and feel different textures, such as paint, dough, sand and chalk. Children have a range of puzzles and construction games to help them learn about shapes and sizes. The childminder weaves numbers and colours into the daily routine. For example, she counts out aloud, and names the colours of the toys as she helps the children to return them back into the box. The childminder provides a print rich environment, where resources are labelled with pictures and print. This assists children to develop their early reading skills. Books for all

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who attend

ages are freely available. Resources such as pencils, pens, chalks and paint are accessible to enable children to practice and develop their early writing skills. Consequently, children learn the necessary skills for the next stage in their learning, such as school.

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who attend

Children's physical skills and confidence develop during trips to the park and soft play centres. They gain balance and co-ordination, and young children show skill as they negotiate various steps in the childminder's home. Children are curious and are eager to explore. For instance, a child enjoys slotting different coloured rings onto the pegs. During his play he discovers that the pegs wobble and create a sound which he enjoys, resulting in him repeating the action over and over again. The childminder uses this opportunity to introduce new words, such as 'ping' and 'wobble'. The children enjoy a good range of outings to places of interest. This includes visits to the local farm. Here they learn about different food crops, as well as observing farm animals in their natural habitat. Children also enjoy visiting toddler groups where they learn to share and take turns and enjoy social interaction as they make new friends. As a result, children's personal, social and

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who attend

emotional development is fostered very well. The childminder teaches children about different festivals and cultural events relevant to the time of year. She plans pertinent visits to develop their understanding further, such as visiting a Chinese supermarket to buy food for their Chinese New Year celebration. Children also use their imagination through role play for example; as the children play in the play kitchen the childminder provides them with water so they are able to make pretend tea.

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

Children are cared for in a welcoming home where space is well-organised, creating a child-friendly environment. The childminder has developed a good system to support children in settling into her home and developing strong attachments. She gathers vital information about the child prior to them starting at the provision. These include both the care needs of the child and their learning and development. This means that the childminder can provide for the child's routine needs and interests from the outset, resulting in children's physical and emotional needs being met. Children display confidence in their surroundings and are eager to learn and play in this welcoming provision. The childminder sits with them as they play and shows a genuine interest in what they are doing. She is attentive towards their needs and recognises when children are tired and in need of rest, and provides a secure, soothing routine to help them to settle.

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

Children enjoy easy access to a good range of age appropriate resources which are rotated in response to children's interest in their play. Young children are actively encouraged to have a go at feeding themselves and show growing confidence and ability when holding their drinking cup. They are learning to develop self-care skills as the childminder supports and encourages them to wash themselves and brush their teeth. The childminder is a positive role model for children's behaviour. She talks to children in a respectful and gentle manner. The childminder takes the children to group activities where they have the opportunity to play with a larger group of children. Consequently, children are making relationships and developing their social skills in preparation for later transitions into nursery or school. The childminder has high expectations of children's behaviour and manages this in a way that is appropriate to each child child's age and

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

stage of development. She provides clear guidance to children about what is acceptable behaviour, and uses positive and purposeful praise and encouragement.

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

The childminder involves children, from a young age, in implementing the safety procedures to develop their understanding of how to look after themselves. For example, she follows the road safety and emergency evacuation procedures for them to observe her actions. In play, children respond to the childminder's gentle reminders about safety issues, such as tidying away toys before others are brought out. Children receive plenty of fresh air and exercise and this contributes greatly to their physical health and well-being. They go for walks and visit the local park to use different large play equipment to challenge them further. This also provides good opportunities for children to explore the community and to learn about the world. Children's health is well promoted through the nutritious meals and healthy snacks, which the childminder provides.

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provision

The childminder is very well organised and has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training and is aware of the signs and symptoms which would alert her to any child protection issues. In addition, she is confident about the action she would take if she had a concern about a child in her care. There is a clear safeguarding policy, which also provides guidance about the use of mobile phones and cameras. The childminder vigilantly checks the identification of visitors and keeps a written record of them. She ensures she is always close to the children to ensure good supervision and for their safety. Children benefit from the childminder's commitment to ensuring the premises are safe through ongoing risk assessments. The childminder readily shares information with parents as to how to raise concerns, including details of

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provision

how to contact Ofsted as the regulator. This promotes a safe and transparent provision for parents and children. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Children are offered a range of realistic, effective and challenging experiences to enable them to make good progress. The childminder ensures that all areas of learning are covered and the next steps in children's learning are highlighted. As a result, children's progress is monitored and assessed consistently.

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provision

The childminder is committed to partnership working to help her meet children's individual needs. She strives to provide a welcoming environment for parents where they have regular opportunities to exchange information with the childminder. She shares her written policies and procedures with parents to make them aware of her practices. Regular two- way communication takes place between parents and the childminder, and all required information is gathered from parents. Furthermore, the childminder asks parents to share the things they notice about their children's progress and interests. Parents are complimentary about the service provided by the childminder. For example, they praise the level of interaction between the childminder and their children, and value the way she keeps them updated about their children's progress. The childminder recognises the importance of working in partnership with other early years providers. She has established

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provision

good links with other childminders, local pre-schools and schools to ensure continuity in care and learning for each child.

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provision

This is the childminder's first inspection since registration. She is an experienced and qualified childcare practitioner and has a good understanding of using evaluation processes to monitor the quality of the educational programmes to support children's progress. The childminder fully understands the impact her own childcare knowledge has on the quality of the provision and outcomes for children. Consequently, she is keen to continue her professional development. The childminder is constantly reflecting on her practice and has clear plans in place to develop the service she provides. For example, she intends to make alterations to the outdoor area of her home to create additional play space for children. The childminder proactively researches good practice, and seeks ongoing support from other experienced childminders. She uses their skills to help her review how she manages the administration side of her work, as well as the effectiveness

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provision

of her policies. She also has plans to extend this further, so as practitioners they can observe each other's practice to help make well-targeted improvements to benefit the children in her care.

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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 EY462907 Local authority Gateshead Inspection number 924440 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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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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