Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 25/02/2014 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 quality of teaching is strong because the childminder understands how young children learn. She assesses their development and provides a good range of interesting and challenging experiences that meet children's individual learning needs. Consequently, children make good progress.  Children feel safe and develop a sense of belonging with the childminder. They form strong bonds and emotional attachments with her, which helps them to gain a sense of well-being and security.  Children are safe in the childminder's care as she has a good understanding of child protection and safeguarding. Detailed risk assessments mean that children are safe, both at the childminder's house and on outings.  Partnership with parents is good as the childminder keeps them fully involved in their child's experiences and learning. She gains valuable information from parents about children's learning at home to help meet their individual needs.

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It is not yet outstanding because

 There is scope to improve children's reading experiences through encouraging them to become involved as stories are read to them, supporting their responses to the pictures.

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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 in the home and carried out a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector took into account the written views of parents that the childminder has received.

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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. She lives with her husband and son aged 15, in a semi-detached house in the Nunthorpe area of Middlesbrough. The whole of the ground floor and the bathroom on the first floor is used for childminding. The family has a dog.

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Information about the setting

The childminder attends toddler groups and activities at the local library. She 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 eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except family holidays. She 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:

 encourage children to become involved in stories by supporting their responses to the pictures as the story is read to them.

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who attend

Teaching is good because the childminder has an excellent understanding of the Early Years Foundation Stage and how to use effective teaching methods so that children develop really well in each of the areas of learning and development. The childminder tracks children's progress through observations and assessments, taking photographs of the children as they play to illustrate the activities they enjoy. The information is used to plan for their next steps in learning. Through her observations she notes children's current interests and uses these to plan activities and experiences to enhance their learning. For example, she incorporates children's interest in dinosaurs and carries out an activity where they freeze them in water and then they consider how to free them from the ice. Children's love of trains is embraced as they go for short journeys by train to get to the park. Children show their enthusiasm for these kinds of outings as they point out of the

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who attend

window and say that is the way they go to the train station. This demonstrates that children are learning about features of their local environment and can share their experiences.

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who attend

Children's development is supported well by the childminder. She provides a broad and interesting range of activities for the children in her care, which covers the seven areas of learning. Teaching is good as she fully involves all children in activities. She makes sure that babies can see what is happening and that they are close by. Older children are included through her asking what songs they would like to sing at music time. The childminder follows the children's lead as they ask for the music to play while they are singing and encourages their language skills as she asks what sounds some animals make. Children join in enthusiastically, moving their bodies in time to the music and singing some of the words. Babies join in by gurgling and smiling as they listen. This helps children to gain in confidence and to develop their listening skills and speech in a fun way. The childminder has created a comfortable and cosy area for children to sit and listen to

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who attend

stories. She sits with them on the cushions making sure that they can all see the book and reads to them. However, occasionally she misses the opportunity to fully engage older children in the reading process through talking about what is happening in the pictures and encouraging them to predict what might happen next, as part of developing their early reading skills. The childminder makes use of everyday opportunities to teach children about numbers. She encourages them to help her set the table for lunch and asks them how many children are present and how many cups and bowls will they need. Children become involved as they count numbers in the correct order. The childminder teaches children about a wider world and takes account of their own home backgrounds. They look at a map of the world and talk about where different families live. Previously they have looked at flags and she has displayed them next to the map. Children demonstrate

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who attend

their understanding about the flags as they point to them and say 'that is my flag from India'. The childminder has high expectations of all the children and applies good levels of challenge, which is appropriate to their ages and stages of development. As a result, children make good progress and gain a wide variety of skills to ensure their readiness for school when the time comes.

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who attend

Excellent partnerships have been developed with parents. The childminder discusses the areas of learning with parents and gets their point of view about how their child is developing and she carries out her own observations over the first few days, so that she can determine their starting points so that she plans activities to suit their stage of development. The childminder keeps them fully informed about their child's day through sending them photographs and text messages. She completes daily diaries for babies and talks to parents when they collect their children. She encourages parents to feed back to her about what their children have done at home, which helps the childminder to understand children's current interests, which she incorporates into her planning. A monthly newsletter informs parents about planned activities for the following month and she displays forthcoming activities on a white board in the entrance to the home. This

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who attend

means that parents can 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 are cared for in a warm, welcoming, homely environment where they feel safe and secure. They form secure attachments with the childminder and interact with her confidently and affectionately. Settling-in procedures are effective in helping children to feel safe and secure and are tailored to meet the individual needs of children and their families. These include children attending for short periods of time before they start and the childminder visits them in their own home, which ensures they get to know her and she gets to know them well. This results in a smooth transition from home into the childminder's care. Parents complete an 'all about me' record, which helps the childminder to find out about their needs. The childminder uses a positive and consistent approach to managing behaviour, which takes into account children's understanding and stage of development. She is a good role model for children, treating them with respect and

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

modelling good manners. Children learn how to keep themselves safe and to recognise danger. For example, the childminder teaches them how to use scissors safely in their craft activities and carries out regular evacuation procedures so that children learn what to do in such an event.

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

The childminder provides a well-organised environment for the children. She sets it up each day so that resources are easily accessible to develop their independence and she displays posters and their art work linked to their current theme, such as families. This helps children to feel that they belong and promotes their well-being. Many opportunities are provided for children to benefit from physical exercise. Children play in the garden, visit local parks and use large play equipment to further challenge their developing skills. The childminder helps children to understand the importance of a healthy diet by providing them with healthy home-made snacks and meals. She engages in discussions that help children learn about good foods. She ensures mealtimes are a pleasant sociable time by chatting with the children and supporting them to eat independently. Children have their drinks available at all times and the childminder encourages them to drink, so

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

they do not become thirsty. Children develop a good understanding of hygiene routines as the childminder talks to them about the need to be clean before having something to eat. She helps them to wash their hands properly and children show their developing understanding as they say 'round the back' showing they remember how they should be done. The childminder promotes children's self-care skills really well. As part of toilet training she encourages children to pull their own trousers up and has read stories to prepare children for learning how to use a potty.

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

The childminder supports children's transitions to other settings really well. For example, she takes children to regular toddler groups where they are able to develop their confidence and socialise with their peers. She prepares children for when they start nursery school by reading stories to help them understand about what will happen.

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provision

Safeguarding is secure as the childminder is fully aware of what action she must take to protect children from harm. She is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care. Suitability checks are completed for adults living in the home and children are always where the childminder can see or hear them. The home is secure and resources are monitored to ensure they are safe for children to use. The childminder checks the home daily to make sure that it remains safe for children and she has written risk assessments that cover the home, garden and any outings that she takes children on, therefore minimising any possible hazards. The childminder demonstrates a secure understanding of the areas of learning and ensures the educational programmes she provides reflect children's needs and interests. There is a broad programme of activities offered, which enables the children to make good

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provision

progress. Clear assessments, matched to the requirements of the Early Years Foundation Stage, means that the childminder knows where each child is in their stage of learning and what further support they need. She has a clear understanding and overview of the progress children make over time and talks with confidence about their individual strengths and weaknesses and what she is doing to help children make progress. Since her registration, the childminder has attended a number of courses, which have led to an increased knowledge and understanding of learning and development for children aged under three years and for safeguarding children.

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provision

The childminder has completed a robust and accurate assessment of her practice and this has allowed her to set clear plans for improvement; these are achievable and realistic. For example, she plans to improve the outdoor area, by providing chalk boards so that children can make bigger marks with chalk and to provide sensory mirrors so that children can see their movements. She has involved parents in the self-assessment process through them filling in questionnaires. This gives parents the opportunity to give their views about the service she provides and to make any suggestions about what could be changed and how she could make her service better. This has resulted in the childminder implementing a photographic activity board in the newsletter so that all parents have access to the same information, which means parents are equally informed. Parents also voiced their appreciation of the service that the childminder provides by stating that they

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provision

and their children are very happy and children always enjoy their time there. 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. The childminder is aware of liaising with local agencies and how children benefit from this collaborative working.

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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 EY468723 Local authority Redcar & Cleveland Inspection number 936609 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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