Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 09/01/2014 28/05/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The quality of teaching is good because children take part in a wide range of indoor and outdoor activities and experiences that are suitable for their age and stage of development. They make excellent progress in their learning overall.  Children are happy and content with the childminder, who gives them effective support so that they settle well and look forward to being with her.  The childminder provides a safe, clean and stimulating learning environment that meets children's individual needs and helps them make good progress.  A close working relationship is developed with parents, which helps them effectively share what they know about their children and keeps them really well-informed about their children's achievements.

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It is not yet good because

 The record of children's attendance has not been consistently maintained, which means an accurate record is not always available to show the times when children are in the care of the childminder.  The childminder cannot demonstrate through records when assistants have worked with her, to ensure the efficient management of the childcare that she provides and to reflect that ratios have been maintained.

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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 observed activities in the childminder's home.

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Inspection activities

 The inspector held discussions with the childminder, carried out a joint observation and talked to children and the assistant during the inspection.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with three assistants. She lives with her husband and their two children aged 10 and five years in a house in the Ingleby Barwick area of Stockton on Tees. The whole of the ground floor and the small bedroom on the first floor are used for childminding. The family has two cats.

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Information about the setting

The childminder attends a toddler group and activities at soft play. 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 13 children on roll, 6 of whom 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 family holidays.

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must:

 ensure that an accurate and up to date record of children's attendance is kept to reflect that ratios are maintained at all times

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must:

 maintain a record of when assistants are used to ensure the safe and efficient management of the service, and to ensure that the needs of all children are met.

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who attend

The quality of teaching is good as the childminder uses effective observation, assessment and planning to ensure that children make good progress in their learning and development. She demonstrates through discussion that she clearly understands the different stages of development that each child is at and what the next steps are that she has planned for them. This is supported by the online programme that she uses for her observations, which link into the areas of learning and development and highlight any delays or gaps in children's learning. This means she can efficiently identify what to do next for the children and ensures that children are continually challenged in their learning.

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who attend

Children have the opportunity to participate in a wide variety of activities and experiences. The childminder follows a weekly routine, which involves children in attending various playgroups and soft play activities. This helps children learn to mix with other children and share resources. In the home the childminder provides a secure base for children to explore. This means that babies can explore the resources that are within reach, while being able to reassure themselves that she is nearby, usually sat on the floor next to them, joining in with their play. The childminder helps babies to develop their communication skills by making eye contact, listening to the first sounds that they make and talking to them in response. Older children are very confident in approaching visitors, bringing over various resources, such as items from a treasure basket. They also ask the childminder questions, which gives her the opportunity to introduce new words to them,

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who attend

which they repeat. The childminder helps children to learn songs and rhymes, which they become very familiar with. For example, she sings a rhyme and pauses now and then. Children quickly respond by filling in the missing words. The childminder helps babies and young children learn how to use their senses by providing natural resources in the treasure basket. These consist of items such as, a scrunchy, shell, wooden spoons, shiny pieces of material and ribbons. Babies spend concentrated effort as they explore them with their hands and mouth.

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who attend

The childminder provides a wide variety of books for children. This helps them learn to appreciate the books as they choose which ones they would like to look at, either on their own, or with the childminder or assistant. Some books are interactive and the assistant reads the story and asks children to find the correct button to press that fits with the story. This fully involves children in the book and teaches them about early information technology resources. Everyday activities are used by the childminder to teach children about numbers, shapes and colours. For example, she provides a wooden shape sorter and sits with children while they try to find the right slot for the shapes. She asks them about the different shapes and colours and asks children to count how many shapes are left. All of these activities give children a suitable range of skills in readiness for school when the time comes.

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who attend

The childminder keeps parents well-informed about their child's time with her and their learning and development. She completes a daily diary using the online programme. This can be done at any time during the day and is immediately accessible for parents to view. The same happens whenever she enters observations and uploads photographs. This means parents can continue their children's learning at home, as the next steps are clearly available for them to view. Parents also send photographs of their children's achievements at home, which the childminder transfers to their development records and uses for her future planning.

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

Children are happy, settled and secure in the home, due to the warm and welcoming atmosphere provided by the childminder and her assistants. However, records do not reflect when assistants work with the childminder, to promote children's safety. The childminder finds out about children before they start through talking to parents. They fill in a form, 'about your child' which includes information about their routine, likes and dislikes. A settling in period is based on the needs of each child, which means that children make a smooth transition from their home to the childminder's care. Children form secure attachments to the childminder as their key person, which supports their well-being when they are with her. Children's behaviour is managed sensitively. For example, the childminder uses a quiet time, where she moves children from situations and talks to them about the consequences of their actions. Children receive praise for their efforts, which

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

develops their self-esteem. The childminder gives children timely reminders about how to manage their own safety, such as, reminding them not to climb on the furniture.

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

Children have plenty of space in the home to move around and choose where they want to carry out their activities. They move freely between the living room and dedicated playroom. A wide range of resources are available in the playroom, at child height. They make their own selections, which helps to develop their independence. Through regular visits to the local parks children are able to use equipment, such as large climbing and balancing equipment, swings and slides that help to promote their physical skills. Within the enclosed garden of the childminder's home, children make use of a slide and sand tray, amongst other resources. Regular outings include the beach, art gallery, owl museum and the garden centre to see the fish. This develops children's awareness of the local environment.

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

The childminder promotes children's good health and self-care. She looks at books with them about brushing your teeth and healthy eating and talks about the effect on their bodies when they have sweets at the cinema. In the garden they learn about planting and growing. For example, they have grown strawberries and tomatoes and in spring plant lettuce. Meals are home cooked for the children and the childminder uses the herbs they have grown in her cooking. This helps children learn about where certain foods come from. The childminder works closely with parents to develop children's self-care skills. For example, they discuss suitable times for potty training. This leads to children communicating with the childminder about when they need to use the toilet. Through prompting by the childminder, children develop an awareness of their personal hygiene with regard to hand washing after using the bathroom.

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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 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 inspection took place following a complaint to Ofsted about the childminder not meeting staff to child ratios. The inspection found that the childminder uses assistants to help her on the occasions that she has additional children, to ensure their safety and well- being. For example, at the time of the inspection an assistant was employed to assist with collecting children from school and nursery and to help with the children for the day until the numbers dropped. However, the childminder has had occasions where the record of attendance has not been kept consistently and she has not recorded when the assistants work with her. These are breaches of requirements. However, all other required records are maintained in line with requirements.

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provision

The childminder is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care. The home and garden is safe because the childminder has effective procedures in place to identify and prevent potential hazards. This ensures any potential risks are minimised and children's safety is well promoted. Written policies and procedures are shared with parents through the online programme, so that they understand the procedures that the childminder follows. For example, they can access information about her safeguarding procedures and what to do if they have a complaint.

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provision

The childminder checks the ongoing suitability of the assistants. She observes them in their work and talks to them regularly about their training needs. She ensures that they attend training courses where possible. The childminder shows a strong commitment to professional development for herself. She has attended a wide variety of courses since her last inspection, to develop her understanding of good quality childcare. For example, she has attended a course on transitions and multi-agency working in the community. This means that she has developed an understanding of the need to liaise with local agencies should she care for children with special educational needs and/or disabilities to help fully meet their needs. The recommendations from the last inspection have been addressed well to improve children's learning and development and to further promote parents input.

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provision

The focus on continuous improvement is strengthened through self-evaluation. The views of parents about the service that the childminder provides are sought through discussions and they are able to add their comments to the online programme. This enables the childminder to address any concerns that may arise. The childminder has clear ideas about areas for the future development of her service. In particular, she plans to attend training in sign language and to provide more natural resources for children to use. The childminder routinely monitors and evaluates children's progress and the experiences she provides using her online programme. She successfully uses information gathered through observations of children and feedback from parents to inform her assessment of children's progress. Consequently, she provides suitably challenging experiences for children that encourage their development in all areas of learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that a daily record of the names of the children looked after on the premises and their hours of attendance is consistently maintained (compulsory part of the Childcare Register)  ensure that a daily record of the names of the children looked after on the premises and their hours of attendance is consistently maintained (voluntary part of the Childcare Register)

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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 EY289169 Local authority Stockton on Tees Inspection number 946107 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 11 Number of children on roll 13

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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

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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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