Whittaker, Jacqueline Annette

Inspection date

Previous inspection date 13/01/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder provides a welcoming, warm and caring environment in which to care for children. This helps to promote children's sense of security and belonging, and supports their emotional well-being.  Children behave well in the setting because there are clear boundaries in place which children are able to follow.  The childminder has a sound knowledge of safeguarding and welfare requirements in order to ensure children's safety and well-being.  Children have daily opportunities for fresh air and exercise, which supports their health and physical needs.

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It is not yet good because

 Observation and assessment is not sufficiently robust, as the childminder is not consistently using observations to accurately assess children's learning and to plan high quality challenging experiences across the seven areas of learning.  The information gathered from parents at the onset of care is not sufficient enough to ensure a detailed picture of children's stage of development is gained.  Self-evaluation systems are not sufficiently focused on teaching and learning. Therefore, they do not identify clear priorities and plans to bring about improvements in children's achievements.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector had a tour of the premises and observed children playing.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and involved the childminder in a joint observation of an activity.  The inspector looked at a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and the childminder's self-evaluation and improvement plans.

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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 three children aged 22, 18 and 16 years in a house in Brotton. The whole of the ground floor and the rear garden are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Education.

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must:

 improve knowledge of the learning and development requirements of the Early Years Foundation Stage and use observations more effectively to develop precise assessments of children's level of achievement, interests and learning styles. Use these assessments to shape learning experiences across the seven areas of learning so that children make good progress

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must:

 improve existing systems to gather more detailed information from parents about their children's stage of development at the start of the care arrangement and use this to more accurately plan what children need to learn next.

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

 extend the process for self-evaluation, so that it effectively identifies priorities for development, enabling challenging targets for improvement to be set.

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who attend

The provision for children's learning and development requires improvement because observations and assessments do not show a clear and accurate picture of what children are able to do across the seven areas of learning. This means children's next steps are not clearly or consistently identified and results in some activities lacking a good level of challenge. This does not fully support children to make better than satisfactory progress and to be as ready as they can before starting school. Despite this, children are happy, appear to enjoy their time with the childminder and are keen to join in with activities and initiate their own play.

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who attend

The childminder has established sound relationships with parents and this helps to meet children's individual care needs. Detailed verbal feedback means that parents know what their children have enjoyed doing that day and how they can support their children at home. Parents are also encouraged to share information about what activities children have enjoyed at home. However, there is room for the childminder to gain further valuable information about children's developmental starting points from parents before children are left in her care, enabling her to use this in her planning for their ongoing development.

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who attend

Children enjoy sharing stories with the childminder and children try to join in with actions. The childminder uses stories to teach children new vocabulary. She repeats new words so young children can explore and imitate sounds. Children point to the pictures and enjoy pretending to read the story to the childminder. She listens with interest to older children and responds quickly to the verbal and non-verbal requests from babies, for example, naming characters that the children point to. The childminder encourages older children to tell her about their time at nursery. She gives them time to share their experiences and praises their contributions; all of which helps to develop children's early communication and language skills. Children enjoy completing jigsaw puzzles relevant to their age, which helps to develop their early mathematical skills. The childminder provides a suitable range of resources to help children learn about everyday technology. For example, children enjoy

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who attend

playing with a variety of interactive toys. They know how to make toys work by pressing buttons to make sounds and lights flash.

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

Children are happy and settle easily in the setting because they feel safe and secure. The childminder has developed secure attachments with all of the children in her care, which satisfactorily supports their emotional well-being. She helps children to make the transition from home into her care by making sure she gathers information from parents about their child's individual care needs, although information gained about children's current stage of development, is less well considered. As a result, plans to help children develop the basic skills needed to be ready for school are not yet fully effective. The children are well behaved and the childminder praises them for sharing and taking turns with younger children. They are encouraged not to run indoors and she gives gentle reminders of expected behaviour. The children are, therefore, aware of boundaries and know what is acceptable behaviour.

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

The children learn about and talk confidently about good road safety practice when out in the community. Older children confidently talk about 'keeping on the path, pressing the button and waiting for green man' when they need to cross the road. This demonstrates their understanding of safe practices. Children make choices about their play and freely access the sufficient range of resources. They enjoy being outdoors and regularly visit local parks and play areas. This encourages children to enjoy the fresh air while developing their physical skills.

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

The childminder suitably promotes children's self-help skills and emerging independence. For example, children are encouraged to feed themselves and drink from a cup from a young age and as they get older they manage their personal care, such as washing their hands before meals and snacks. All childminding areas are clean and effective procedures are undertaken to help prevent the spread of infection. Any snacks or meals provided are healthy, and children are given sufficient drinks to ensure they are hydrated.

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provision

The childminder demonstrates a suitable understanding of safeguarding children. She sufficiently identifies possible issues and is aware of the procedures to follow in the event of a concern regarding children's welfare. The childminder completes risk assessments of the home, garden and outings which ensure children are kept safe. She has clear policies and procedures in place, which are made available to parents to ensure they are aware of her role and responsibility when caring for their children. All the appropriate information and records are in place and readily available for inspection. The childminder has some understanding of how to deliver appropriate educational programmes within her setting. However, procedures to observe and assess children's progress are not robust.

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provision

The childminder has informal strategies in place for monitoring and evaluating her practice. She recognises the importance of professional development and is booked to attend relevant training courses, such as first aid, to enable her to keep up-to-date. However, her self-evaluation is not sufficiently rigorous in identifying all priorities for improvement, which does not fully enhance children's learning and development.

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provision

The childminder is aware of the benefits of sharing information with parents and other providers of the Early Years Foundation Stage and is developing links, to support continuity in children's ongoing learning and development. She is working with children to enable them to develop their independence and manage their self-care skills and this helps gives them some of the basic skills they need for their move on to other settings and eventually school.

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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 EY462919 Local authority Redcar & Cleveland Inspection number 932310 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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