Childminder in North Tyneside

Inspection date

Previous inspection date 23/01/2014 12/05/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 Teaching is good because the childminder shows a good knowledge of each child's learning needs and stage of development. She successfully observes children's development and plans for the next steps in their learning through providing interesting and challenging activities.  Children are settled and secure because the childminder has formed close bonds with them. This means that children's needs are met well.  The childminder demonstrates a good understanding of her responsibilities with regard to the safeguarding and welfare requirements. Consequently, children are cared for in an environment that promotes their safety and well-being.  Partnerships with parents are very good because the childminder engages them in their child's learning. Therefore, a consistent approach to supporting children's progress is achieved.

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It is not yet outstanding because

 There is scope to develop a wider range of resources involving natural materials so that children can investigate and experience things with all their senses.

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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 spoke with the childminder throughout the inspection and interacted with the children.

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Inspection activities

 The inspector observed activities and carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's development and assessment records and a range of other records, policies and procedures.

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Inspection activities

 The inspector took account of the views of parents that they provided for the inspection.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the North Shields area of Tyne and Wear. The whole of the ground floor is used for childminding.

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Information about the setting

The childminder attends toddler and childminder drop in groups and activities at the local children's 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 five 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 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the North Tyneside Quality Improvement Childminder Network.

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

 enrich opportunities for children to investigate using all their senses, for example, by providing a wider range of natural everyday objects for babies and young children to explore.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and how to use effective teaching methods. As a result, children develop really well in each of the seven areas of learning and development. Children's starting points are accurately identified and the childminder keeps a record of children's development in a learning journey, which she updates regularly with written observations of children's activities and where they link into the areas of learning and development. She then analyses this information to highlight the progress that children are making overall, any possible delays or gaps in learning and to plan to support their next steps.

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who attend

Children are very settled with the childminder. They stay close to her side during activities as they use her as a secure base from which to explore independently. The childminder gives high priority to supporting children's communication and language skills. She builds up their vocabulary through everyday activities, chatting to them as they play. For example, with young children whose speech is just developing into short sentences, the childminder repeats what they say, so that they hear and learn the correct pronunciation. Children enjoy familiar rhymes and the childminder sings to them regularly, teaching them the words and actions, so that children start to copy her. Good organisation of the room means that resources are easily accessible. In particular, children learn to appreciate books as they choose them off the shelf. They sit close to the childminder and turn the pages looking at the pictures. The childminder reads the story and children pick up on

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who attend

certain words that she says and repeats them, such as the word 'aeroplane'. The childminder plans activities that cover several areas of learning at the same time. For example, when children make pizzas using bread and several toppings, the childminder introduces mathematical language by describing size and talking about small and big pieces. She then helps children to count how many things they add to the pizza topping so that they learn to link numbers to amounts. The childminder also provides electronic toys to help young children learn about early information technology, demonstrating how to make these work so that children can start. to operate them for themselves. For example, they observe the childminder place the hand of the stuffed bumble bee to its nose for it to speak and attempt to do it for themselves. They giggle when they hear the toy speak and sneeze. Overall, children's learning and development is in line with the expected

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who attend

developmental ranges for their age. As a result, they are obtaining the skills, attitudes and dispositions they need to be ready for the next stage of learning and eventually school.

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who attend

The childminder has excellent relationships with parents and fully involves them in their child's learning and development. She exchanges verbal information daily and sends a written diary home detailing their child's day and achievements. Parents are encouraged to add their own comments about what their children have done at home, which keeps the childminder fully informed. Parents take their children's learning journeys home at any time and the childminder has successfully involved them in adding details of their child's achievements at home. This enables the childminder to plan around to talk to children about what they have done, plan around their current interests and guide parents in how to continue their children's learning at home.

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

Children enjoy warm relationships with the childminder and display a strong sense of belonging in her home, which results in the childminder effectively promoting their emotional well-being and their social skills. The childminder works with parents to help children to settle. She offers settling in visits based on children's needs and parents complete an 'all about me' form that details children's likes, dislikes and what they already know and can do. This helps the childminder get to know the children very well and results in a smooth transition for children from their home to the childminder's care. The childminder has a very calm and consistent manner when caring for children. Their behaviour is good because the she takes a consistent approach in managing it. Through her effective teaching children learn at a very young age to manage their own safety. For example, they show their awareness by saying that the toy knife is sharp, and the oven is

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

The childminder is supporting children's progression well because she provides a stimulating learning environment to cater for their all-round development and emotional well-being. She provides a wide range of resources that children can explore, which are easily accessible on low level shelving. This helps children to develop their independence as they make their own choices. However, resources do not include a wide enough range of natural materials and everyday objects that children can explore with all of their senses. This is particularly important in helping babies and young children to explore the world around them. Children have lots of opportunities to learn about the local environment. They go for walks and collect objects to bring back and use for their art work and they observe nature, such as plants growing or birds in the garden The childminder plans a wealth of activities to develop children's physical skills. For example,

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

they visit the local parks where they learn to keep their balance on a rope bridge and sit in a basket swing with their friends. Older children take bicycles to ride at the adventure park. Children develop a good understanding of hygiene routines as the childminder talks to them about the need to be clean. She helps them to wash their hands before they take part in the baking activity to help them learn to be independent in the future. The childminder helps children to learn about healthy eating through talking about what foods are good and not so good for them and the importance of what they eat on keeping their teeth healthy.

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

The childminder recognises the importance of smooth transition arrangements for the children's next stage in learning. She has established strong links with local nurseries and schools. This benefits children at a time of change through consistency of care and learning experiences.

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provision

The childminder has a good understanding of her responsibilities for meeting all the requirements of the Early Years Foundation Stage. The childminder's arrangements for safeguarding are thorough, ensuring that children's welfare is consistently prioritised and promoted. She has a strong understanding of the procedures to follow and has all the relevant details close to hand so that she can report concerns quickly should they arise. She monitors anyone coming to the home and records their attendance in her visitors' book. A range of written policies and procedures are in place and are followed by the childminder to ensure children's welfare is effectively safeguarded and promoted. The home and garden is safe because the childminder has effective procedures in place to identify and prevent potential hazards. All areas used by the children are checked and risk assessed before they arrive each day. Written risk assessments are reviewed regularly to

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provision

support the measures that she takes to ensure children's safety.

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provision

The childminder has evaluated her practice through a self-evaluation and sets targets for improvement. Parents contribute to the self-evaluation process through discussion and completion of questionnaires. The childminder constantly reviews her practice and puts procedures in place that benefit the children. For example, she introduced assessment sheets to track children's progress to enable her to plan the next steps for children's development, after this was raised as a recommendation at the last inspection. Recently she has reviewed and changed the way that she does this to better reflect the progress that children make. This means that she successfully uses information gathered through observations of children and from parents to inform her assessment of children's progress.

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provision

The childminder meets children's needs well because she works closely with parents. She is aware of liaising with local agencies and how children benefit from this collaborative working. All children are treated equally and benefit from good levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities. Parents comment very positively about the quality of the provision. They state that their children develop self-confidence and they appreciate that they regularly socialise with other children. They are impressed with the level of care and individual attention that their children receive and they are happy leaving their children in the childminder's capable hands.

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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 EY317778 Local authority North Tyneside Inspection number 878038 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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