Childminder in Durham

Inspection date

Previous inspection date 10/01/2014 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 children learn and develop. Through detailed observation and assessment of children involved in play she plans effectively for their future learning needs. As a result, children's progress is good given their starting points and capabilities.  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.  Children's individual needs are well known and learning and development is nurtured in the childminder's care. This is a result of the strong partnerships between parents and the childminder.  Children are well safeguarded in her care because the childminder has a good understanding of her responsibilities with regard to safeguarding and child protection. She ensures the home is risk assessed, and supporting policies to keep children safe

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It is not yet outstanding because

 While there is a good selection of toys available, there is scope to improve the range of resources that encourage babies and young children to use all of their senses.  There is scope to extend opportunities for children to talk about and stay connected with their families, for example, by using photographs of their families and home 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 made observations of the children while they were engaged in activities in the lounge and conservatory.

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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 the children throughout the inspection.

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Inspection activities

 The inspector viewed the resources and equipment available for the children to support the activities provided.

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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 child aged 21 months in Newton Hall, Durham. The whole of the ground floor, a bath and three bedrooms on the first floor and the rear garden are used for childminding.

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Information about the setting

There is currently one child on roll in the early years age group. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for family holidays.

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

 enrich babies and young children's opportunities for investigations of their senses, for example, by providing a range of everyday objects for them to explore and investigate, such as handling brushes, wooden objects, metal utensils, fabric and scented materials

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

 enhance children's sense of security even further by using photographs of family members which children can access, to encourage their responses, and to enable them to feel and stay connected with their families.

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who attend

The childminder has a good knowledge of the Statutory framework for the Early Years Foundation Stage. She demonstrates that she knows the children well and uses observation and assessment effectively to help her to support children in their learning and development across the seven areas of learning. She is skilled in making sure that all next steps for children's learning are precise and focused. As a result, children become interested and motivated and make good progress from their starting points. The childminder actively encourages parents to be involved in their child's learning at home and shares daily information about their child's achievements through regular discussion, and the use of a daily diary. She completes a termly summary of children's learning which is shared with parents. Alongside this, she also encourages them to view their child's learning journey record and consider ways in which they can continue to support their

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who attend

child's learning at home. The childminder is fully aware of the need to complete the progress check at age two and to provide parents with a written summary of their progress against the prime areas of learning.

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who attend

Teaching is good as the childminder successfully engages children keeping them occupied and interested in the activities provided. She interacts with children in a positive manner and at their level providing them with lots of eye contact. This helps to communicate to the child that the childminder is interested in what they are doing. She chats with them constantly about what she is doing or what is happening while she is playing with them. Thus they enjoy babbling and increasingly experiment with using sounds and words to communicate. These immediate and attuned responses tell children that their communications are important and effective, and encourage them to continue to develop these skills. Babies start to learn to enjoy books as the childminder shows them brightly coloured pictures and talks to them about what they can see. They are beginning to show curiosity about toys as they start to explore the toy boxes and the environment. For

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who attend

example, the childminder sits with the baby at the piano and allows him to experiment with sound as he bangs the keys. Babies use a variety of interactive resources showing delight as they press buttons which makes the lights flash and music play. However, there is scope to improve opportunities for children to use all their senses and examine a wider range of every day and natural materials to enrich their play and learning even further.

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who attend

The childminder provides opportunities for children to engage in creative messy play, such as spaghetti, jelly, paint and water play. This type of play allows for experimentation and exploration while fostering the development of physical movement, thinking and problem solving skills. It also increases the opportunity for social play and the associated skills of turn taking, sharing and communication. Consequently, children develop the characteristics of effective early learners, and this prepares them well for the next stage in their learning. Children experience a range of outdoor experiences as they visit local places of interest, play areas and the park where they have first-hand experiences of the wider community and the natural living world. Babies are gaining competence in their physical capabilities as they are given the space and encouragement to build up their confidence. For example, the childminder holds the baby so he is able to stand for a short

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

Flexible settling-in sessions help children to make the transition from home to the childminder's care. At the beginning of the placement the childminder obtains valuable information from parents about their children. For example, initial details about care routines and likes and dislikes are shared through completion of 'All about Me' records. The care with which the children are nurtured ensures that warm supportive relationships are established with the childminder. This successfully fosters their emotional well-being. In the short time the childminder has been caring for the children it is evident that she appreciates the uniqueness of each child. For example, she clearly understands their routines of the day and anticipates their needs well. There are lots of cuddles and gentle tones and this helps all children to feel very special. Very young children seek reassurance from the childminder in the presence of the visitor and also when feeling tired. Their

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

personal routines are followed from home and close relationships with parents ensure that children's individual needs are known, supporting their emotional security. That said, the childminder has not yet fully explored ways in which young children can stay connected with members of their families, while being with her. For example, by having accessible photographs of their parents or other family members.

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

Resources are attractively displayed in the home taking into consideration the children's age and stage of development. They encourage young children to explore and investigate and make individual choices in their play. Children's health and well-being is made a priority, and the childminder emphasises the benefits of fresh air and indoor physical activities. For example, there is ample space for babies to practise their developing mobility by crawling or pulling themselves to standing positions. The childminder creates a sociable and relaxed atmosphere at mealtimes, and children enjoy fruits and freshly cooked meals together. The childminder uses local venues for example, the local toddler group, and Sure Start centres to increase their confidence in social situations. This means that there are plenty of opportunities for them to see and mix with other children. This prepares them for the next stage in their learning, for example, when they start pre-school

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

or nursery. The childminder is a good role model, treating children with kindness and respect. Gentle reminders during play help children understand about being kind to each other and taking turns. The childminder reiterates the expectations and uses praise frequently and meaningfully. Children respond positively as she continues to build their self-esteem and confidence. As a result, children behave well and are beginning to learn good social skills.

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

The childminder is vigilant about children's safety and she supervises them well at all times. Appropriate safety equipment is in place, such as safety gates, and blind cords have been secured so children are unable to access them. This means children can play in safe environment. The childminder describes how she promotes children's knowledge about their personal safety through road safety activities and regular evacuation drills. This positively contributes to children developing a sense of danger and how to keep themselves safe. She outlines how she helps prepare children in making the transition to new settings, such as nursery or school, by constantly building children's self-esteem and developing their independence.

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provision

The childminder has a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates an effective understanding of safeguarding procedures. She has access to local child protection guidelines to ensure she is fully aware of the procedures to follow in the event of a concern regarding the abuse or neglect of children. Comprehensive policies and procedures help ensure that parents understand the responsibilities of the childminder to protect children. All adults in the household have undergone relevant vetting and checking procedures to ensure children's safety. The environment is secure and the childminder carries out regular checks to eliminate hazards, both around the home and for proposed outings. The childminder has registered with the Food Standard Agency, to keep up to date with local health requirements. In addition she has been awarded the highest level of

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provision

achievement in her recent environmental health inspection. This means that children remain safe and secure, and their health and welfare is assured. The childminder is committed to ensuring children make good progress in all aspects of learning and development. She uses her good knowledge and understanding of the learning and development requirements to support babies and children in developing the skills to support their future learning. Through effective monitoring of the educational programme the childminder ensures a broad range of stimulating and challenging experiences are provided to help children to continue to make good progress towards the early learning goals.

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provision

The childminder has formed positive relationships with parents and works in close partnership to ensure children are cared for in accordance with their wishes. She has developed good written policies which underpin the service well, and shares these effectively with parents keeping them informed of her responsibilities. Communication is a prime focus for the childminder with regard to children's well-being and achievements. Daily chats ensure that important information about children and their family lifestyle is shared. This is backed up with written information included in the child's daily diary, and the sharing of children's learning journal and assessment records. This means that the childminder and parents work well together for the benefit of the child. There are no children on roll who attend any other setting or receive support from other agencies at this time. However, the childminder is fully aware of the need to work with other agencies

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provision

The childminder continually reflects on her practice in order to ensure she provides the best play and learning opportunities for individual children. As a result, she has a good awareness of her strengths and areas for development. Parents are actively involved in the process of evaluation achieved through regular discussions. The childminder proactively researches good practice, and seeks ongoing support from local authority advisors and other experienced childminders. This enables her to make well-targeted improvements to benefit the children in her care. She sets clear plans for improvement which are achievable and realistic. An example of her plans to improve is to seek training in early years to level 3, to improve her knowledge, and therefore her teaching.

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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 EY463282 Local authority Durham Inspection number 927954 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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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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