Childminder in Sunderland

Inspection date

Previous inspection date 12/02/2014 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 demonstrates a good understanding of safeguarding. The implementation of policies and procedures successfully promotes children's safety and well-being.  Well-established routines ensure children feel safe, behave well and are confident to select tasks and join in activities with adults and other children.  The childminder has developed good relationships with parents. Daily discussions with parents ensure that the childminder is aware of any changes in care that may be needed. This means that children's individual needs are met effectively.  Children enjoy a range of activities across the seven areas of learning which means children are happy, motivated and eager to learn. They show high levels of independence, curiosity and imagination and demonstrate extremely positive behaviour and strong self-assurance.

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It is not yet outstanding because

 Opportunities for children to enhance their communication skills and respond in sentences are not fully developed, as the childminder does not always use open-ended questions.  Resources are not always labelled and organised to enable younger children to make independent choices.

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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 toured the areas of the house used for childminding.  The inspector observed activities in the childminder's lounge.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a range of records including children's details, learning information, written policies, planning, risk assessments, training certificates and a selection of other documents.

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Inspection activities

 The inspector checked the evidence of the suitability of the childminder and his family.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife in South Hylton, Sunderland. The whole of the ground floor, the bathroom located on the first floor and the rear garden are used for childminding purposes.

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Information about the setting

The childminder works alongside his wife who is a registered childminder and operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is currently minding three children in the early years range. The childminder currently has five children on roll, all of whom attend for a variety of sessions. He attends toddler groups and visits the local park on a regular basis and collects children from the local schools and nurseries.

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

 enhance the programme for communication and language further by extending the use of open-ended questions with children as they play

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

 develop the accessibility of resources by labelling and organising them so that they are easily accessible, enabling children to make independent choices.

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who attend

The childminder has a good understanding of the Statutory framework for the Early Years Foundation Stage and provides a very good range of activities to promote children's development in all areas of learning. The childminder knows where the children are in their learning as he has completed clear observations that show what children have achieved, what they enjoy and how he can support them further. He uses this information to plan stimulating activities for them. He plans the educational programmes to incorporate children's interests and build on their existing knowledge and skills. This contributes to the good progress children are making. Children enjoy interesting, motivating and challenging activities across the seven areas of learning. Good observation and thoughtful intervention means that children have time to try things for themselves before the childminder intervenes. Consequently, children's individual needs are met well

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who attend

in the setting. Children's individual interests are carefully considered which enables the childminder to plan for each child's next stage of learning. As a result, young children are willing to attempt different kinds of activities and gain new skills. For example, they practise early writing skills by making marks and drawing patterns with their favourite colour crayons. Consequently, children are acquiring the necessary skills for the next stage of their learning and to be ready for school. The childminder is active in supporting young children's emerging communication and language skills and he speaks clearly to them, allowing them time to respond. Children engage in good quality interactions with the childminder and as a result, communicate confidently and clearly. The childminder uses a running commentary and questioning to support children's listening and speaking skills. However, opportunities for children to enhance their communication skills are not fully

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who attend

developed, as the childminder does not always use open-ended questions.

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who attend

The childminder has a clear understanding of the importance of the prime areas of learning and implements activities to promote children's development accordingly. Children respond to the sounds and movement of the toys and babies are encouraged to reach and grasp for favourite toys. Younger children are amused with interactive books, where they press buttons to create different sounds and actions. Children enjoy looking at books and are able to select any from the wide range and variety available. This stimulates children's interest in reading for pleasure and purpose and enhances their communication and language development, as well as their literacy skills. The childminder becomes involved in children's play, which enables him to encourage them and extend the learning opportunities. For example; when children are completing inset puzzles, he takes the opportunity to talk about the different colours and sizes. The childminder supports the

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who attend

development of mathematics well. They use the terms 'circle' and 'square' to describe shapes and initiate counting as they play a matching game. Counting is part of everyday activities. This means that children are making good progress in mathematics. Children's developing imagination is fostered well and they learn new skills while engaging in activities. They enjoy making dinner as they pretend to be a chef when playing with a toy kitchen. Children develop their physical skills with regular outside play together, outings to the park, toddler group and soft play.

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who attend

The childminder has established good relationships with parents. Detailed verbal feedback at the end of the day mean that parents know what their children have enjoyed that day and how they can support them at home. Parents are encouraged to share information about what their children enjoy at home, which the childminder extends in the setting. Photographs and written observations are included in individual learning journals showing the progress children are making. Learning journals are shared with parents so that they know where their children are in their learning.

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

Children feel very secure with the childminder who takes care to ensure he obtains information from parents about likes, dislikes, needs and children's routines. They form secure attachments and are happy and content in his care. They benefit from consistent routines that help them settle quickly and feel secure. The childminder is warm and attentive to children's needs, which fosters their emotional and physical well-being. Children play in a welcoming, homely environment, which is very clean and well maintained. Most resources and toys are easily accessible and there is sufficient space for children to play on the floor or sit comfortably on the settee to look at books. However, some resources are not always labelled and organised to enable younger children to make independent choices and self-select.

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

Settling-in procedures are carefully organised to ensure that young children feel secure and develop strong bonds with this childminder. Children settle into the setting quickly. Short visits are organised with parents so that the childminder can find out routines and personal care needs. He also observes children and talks to parents about what they like playing with so that he can ensure he has their favourite toys available when they arrive. This demonstrates that he thinks about and is made aware of, children's individual needs and personalities and ensures a smooth transition into the setting. Opportunities to extend children's experiences and learning are further enhanced by attending toddler groups and a variety of visits within the local area.

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

Children's behaviour is good and the childminder offers positive praise and acknowledges their achievements to build their self-esteem, such as, praising their mark making efforts and displaying their work for all to see. The childminder supports children sensitively in moments of stress. He uses distraction effectively with young children and offers gentle reminders when they do not share toys. They learn to play alongside each other, listen to each other and share their toys with each other. These skills help children to learn about their own feelings and will support them in their future learning. Children's health is well promoted. They begin to learn to manage their own personal hygiene and they know why they need to wash their hands before they have their lunch or snack. They are encouraged to develop healthy lifestyles with a focus on healthy meals, snacks and on outdoor activities. This means that children are beginning to understand how to keep

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

themselves healthy. They have access to regular fresh air and exercise. For example, they attend a soft play centre and regularly visit the park or feed the ducks.

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provision

Children's educational programmes are well planned with visits to the local toddler group providing contrasting activities to those available in the home. This ensures that all early learning goals are met. Methods to observe, assess and monitor children's progress are effective and identify children's next steps well. Self-evaluation is good because the childminder effectively identifies what he does well and how he helps children learn. He has completed a self-evaluation document and successfully uses this to identify strengths and areas for development. Parents are involved in this process through regular questionnaires and children help him to evaluate his provision verbally. His main aim is to ensure that children enjoy a home-from-home atmosphere and enjoy a range of activities. The childminder has links with other local childminders and attends training when available. This helps to promote his own learning and ensures his practice is current.

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provision

Arrangements for safeguarding children within the provision are excellent. Thorough risk assessments minimise risk in the childminders well organised home. The childminder has created an environment that is welcoming, safe and stimulating where children enjoy their learning and grow in confidence. There are clear child protection procedures in place and the childminder is confident about the procedures to follow in the event of a concern. He has clear policies which he shares with parents and has recently attended a safeguarding course. His documentation is all very well-organised, easily accessible and underpins his practice well. He is aware of his responsibilities when administering medication and treating minor accidents and he holds a valid first-aid certificate.

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provision

The childminder has detailed daily discussions with the parents to support his good working relationships with them. He involves parents in children's learning and successfully builds on their home interests. Parents' written and verbal comments are highly positive. For example, parents state, 'my child thrives in the childminder's care', 'my child has made good progress since starting with childminder' and 'my child is very happy'. The childminder has a good relationship with the local schools and nurseries. He talks to the staff regularly about what a child has eaten and what children do in nursery and school. This means that the childminder supplements activities undertaken in nursery.

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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 EY468889 Local authority Sunderland Inspection number 935179 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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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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