Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 07/01/2014 26/01/2012

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children thrive in the setting. They are inspired to learn because they enjoy a wide range of highly stimulating and motivating activities, matched to their individual interests and needs.  Children make rapid progress in their learning because the childminder has an excellent understanding of where children are in their learning and provides a rich, varied and unique educational programme, with consistent and precise assessment for individual children.  The childminder is proactive in her work with parents, she has established excellent partnership working. Regular and highly detailed communication mean that parents have a clear understanding of where children are in their learning and how they can support them further.  Children have an excellent relationship with the childminder. They feel exceptionally safe and secure because of the extremely close relationship they have with her.  Children have an excellent understanding of how they can keep themselves safe. This is

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This provision is outstanding

because they are allowed to take controlled risks in the setting and are encouraged to think about how they can make activities safer.  The childminder has established extremely successful partnerships with other providers. She places a high priority on establishing and maintaining a shared understanding and common approach to support the children in her care.

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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 held discussions with the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the provider's self-evaluation form and improvement plan.  The inspector took into account feedback from parents.

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Information about the setting

The childminder was registered in 2007. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged 14 and 11 years in the residential area of Gosforth, Newcastle upon Tyne. The home is close to local amenities, such as shops, primary schools and playgroups. The whole of the ground floor and a bedroom on the first floor are used for childminding purposes and there is an enclosed garden available for outdoor play.

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Information about the setting

The childminder collects children from the local schools and pre-schools. There are currently seven children on roll, of whom four are in the early years age group and attend on a part-time basis. The childminder is open all year round from 8am to 5.30pm Monday to Friday all year round, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 continue to enhance children's obvious love of books by ensuring that a range of stimulating books are accessible to children at all times so that they can look at books independently to further develop their excellent early reading skills.

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who attend

The childminder has an extremely secure understanding of the Early Years Foundation Stage. She plans inspiring and highly motivating activities across the seven areas of learning that take into account the needs of the individual children within the setting. For example, children enjoy activities, such as den building in the garden. They are highly motivated as they play mathematical games linked to the theme of penguins. Highly skilled intervention means that the childminder extends and challenges children's thinking extremely effectively. For example, when children are playing a maths game, she asks thought provoking questions, such as 'have you got enough?,' or 'how many more do you need?.' This enables children to find solutions to mathematical problems. As a result, children are highly motivated to learn across the seven areas of learning. The childminder has an excellent understanding of where children are in their learning because she uses

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who attend

extremely detailed information from parents and her own observations to establish their starting points. She completes insightful observations, which are linked to the Early Years Foundation Stage. Her observations show what children have achieved and what they enjoy doing and next steps for learning. She plans stimulating activities for individual children, which are based on the learning needs identified in her observations. The childminder has an excellent understanding of where each child is in their learning and where they need further support. This is because she completes regular and rigorous assessments, which include next steps for learning. These are also shared with parents on a weekly basis and, as a result, parents know exactly where their child is at and how they can support them further. She works effectively with schools and other agencies to seek support when necessary and incorporate their individual targets into her planning. This

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who attend

ensures that there is optimal challenge for all children so that they all make rapid progress in relation to their starting points.

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who attend

The childminder places a high priority on the development of communication. Children are extremely articulate as they talk to the childminder about important events in their own lives. They use clear sentences and ask well-formed questions. The childminder talks to the children constantly, engaging children in conversation about what they are doing and what they can see. The childminder is incredibly skilled at weaving different strands of the curriculum together to extend learning further. For example, she successfully incorporates art and craft, reading, writing and music into a role play scenario about aliens. She also recognises the importance of using open-ended materials to support learning. For example, she supports children effectively as they turn a box into a racing car, then ensures appropriate resources are available as this evolves into Santa's sleigh. As a result, children are inspired to learn. Children learn in a highly stimulating environment where

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who attend

numbers and print are displayed throughout the environment. The environment is planned to support ongoing learning. For example, a range of stimulating books is put out to support various activities, including literacy and role play scenarios. As a result, children enthusiastically continue rhyming strings and eagerly predict what will happen in a range of books that they look at. However, there is scope to develop this further by ensuring that books are easily accessible to children at all times.

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who attend

The childminder promotes counting extremely well. Children concentrate for extended periods of time as they play mathematical games and demonstrate excellent understanding as they count out objects to six, combine the numbers on two dice and read and order numbers to 20. The childminder is highly skilled at supporting each child by slightly altering resources or activities, such as changing the numbers on the dice or the number of dice used, to ensure children receive optimal support and challenge. This means that children make excellent progress in mathematics. The childminder seizes opportunities to promote further learning by planning activities for children to undertake as they walk to school. They enthusiastically count objects, look for things that start with a particular sound or note down seasonal changes. This means that children are exceptionally well-prepared for later learning. Children take part in a range of activities to

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who attend

develop their physical skills. Opportunities, such as den building outside, visiting the park or making aliens, mean that children have a variety of opportunities to develop their small and large muscle skills. They demonstrate excellent small muscle skills as they draw complex and detailed pictures for their display about the seasons.

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

The childminder has a superb relationship with the children. She is calm, patient and caring and children clearly enjoy their time with her. Children enjoy talking with the childminder about things that they have done and tell her about things they have been doing at home. They talk to themselves as they play with cars, which demonstrates that children are emotionally secure in the setting. Children's behaviour is excellent as they are fully engaged in their activities. Children enjoy looking at the pictorial rules that the childminder sends home when they start. This means that they are very aware of acceptable behaviour within the setting. She talks to parents about how she manages behaviour in the setting and this ensures that children benefit from consistent expectations at home and in the setting. Children learn to play alongside each other, take into account other children's ideas and share resources. Highly effective intervention

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

means that children are encouraged to listen and take account of the ideas of others in their play. For example, children develop role play around the theme of aliens, they take on different roles and develop these roles through discussion as the play develops. These skills prepare children extremely well for the next stage in their learning.

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

Children play in a highly stimulating and attractive, safe environment with clean, age- appropriate and well-maintained toys and equipment that effectively supports their overall well-being and care. Children's work is attractively displayed throughout the setting which enhances their self-confidence and self-esteem. The environment promotes children's independence as resources are stored in boxes which children are able to access independently. Children have places to hang coats and put shoes which help them to feel at home in the setting and enables them to access things independently. As a result, all children are very independent in the setting as they access resources and attempt to put on shoes and coats before going to nursery. Children are kept safe because the childminder reminds them patiently of what is expected of them. They have a very good understanding of how to keep themselves safe as they talk about risks with the

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

childminder and are encouraged to take controlled risks within the setting. They are effectively supported to talk about how they can make activities safer. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. For example, they play outside on a daily basis and walk to school. This helps children to develop an awareness of the importance of physical exercise. Children are encouraged to wash their hands before snack and after playing outside and can manage their own personal hygiene. They enjoy a range of healthy meals and children choose healthy options from the choices available. This means that children have an excellent awareness of how they can keep themselves healthy.

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

The childminder has an extremely flexible settling-in programme. This is tailored to meet the needs of the individual child and family. She offers visits with and without parents to encourage children to get used to her and the setting. She obtains a very detailed picture of the child through highly comprehensive and well-thought out entry profiles. She also sends a personalised letter to the children telling them about her family, the activities on offer and the rules of the setting. As a result, children are well-prepared for starting in her setting and the childminder is able to meet childrens' individual interests and needs extremely well. Extra visits and further discussions are arranged as necessary to ensure that all children settle well. This ensures that she has highly detailed early information about children's individual needs and personalities to ease their transition from home to her care. The childminder also places a high priority on helping children to settle into

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

school or nursery. She completes a very detailed transition document that talks about children's care needs as well as their learning and development. She also talks to school staff too and this ensures that children settle into nursery easily.

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provision

The childminder has an extremely secure understanding of her responsibilities in meeting the welfare and learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates a clear understanding of events that should be notified to Ofsted. The childminder has an in-depth understanding of safeguarding procedures. She has recently attended a safeguarding course and talks confidently about what she would do if she had a concern about a child in her care. She has an up-to-date list of people to contact if she needs advice. She also demonstrates a very clear understanding of events that should be notified to Ofsted. She has highly comprehensive policies that have been updated, which she shares with parents. Her documentation is meticulously organised, easily accessible and underpins her practice extremely well. She has an excellent awareness of her responsibilities when administering

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provision

medication and treating minor accidents and holds a valid first aid certificate. Children are kept safe inside and outside of the setting because extremely detailed risk assessments are carried out daily.

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provision

Self-evaluation is excellent because the childminder effectively identifies what she does well and what she wants to improve. She involves parents in the evaluation of the setting to and works with them closely on an individual level to ensure the provision meets the needs of the individual children. For example, the childminder has worked closely with individual families to ensure that the pick-up at the end of the day meets the needs of all children. As a result of the consultation, she now includes time for children to unwind and calm down before they are collected. The childminder is highly motivated to improve her practice. She attends training to enable her to develop her practice further and has attended training on speech and language and sign language to support children in her care. She is currently working towards her degree in early childhood studies and reflects on her practise constantly as a result of this. This has helped her to review the provision

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provision

she offers and she ensures there is a rich and varied programme of activities which she reviews regularly with children and parents. Meticulous assessments matched to the Early Years Foundation Stage mean that the childminder knows where each child is and, as a result, she is able to highlight gaps in children's learning and plan highly appropriate interventions to provide optimal challenge for each child. This enables the children to make very rapid progress.

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provision

Partnerships with parents are superb and they comment that their children make rapid progress with the childminder. They feel that their children are always extremely happy and settled. Parents value the rich and varied range of activities that children take part in while they are in her care. Verbal daily feedback as well as electronic messaging mean that parents know what their children have been doing and how they can support them further. The childminder's relationship with local schools is excellent. She works closely with all local schools through regular electronic messaging and daily updates. She receives all newsletters and complements what the school are doing exceptionally well. For example, the childminder alters her plans and finds mathematical games to support a topic on penguins that children have started in school. The childminder shares planning and assessment with schools and prepares a highly personalised transition document to

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provision

support children who are starting nursery. Therefore, the childminder supports transitions to school effectively and ensures there is a seamless approach to children's learning and development in the school and setting.

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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 EY349407 Local authority Newcastle Inspection number 946828 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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