Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 05/03/2014 29/06/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good because the childminder has a good awareness of how children learn. Assessments are precise and are used to plan effectively for every child. The children make good progress in their learning and development.  Children thrive due to the kind and caring nature of the childminder. They are supported in their play and consequently, are happy and keen learners in the safe and secure home.  Children's health and well-being are promoted very well by the childminder. She teaches them to share the toys and to have an awareness of each other's needs.  The childminder has developed very good relationship with both parents and external agencies to support children. Therefore, a consistent approach to their care and learning is maintained so they continue to make good progress in their development.

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It is not yet outstanding because

 Although the childminder promotes children's emerging language skills well she occasionally uses incorrect terms for some words to fully develop their language skills.

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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, observed activities and interacted with the children.

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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 about the care and learning their children receive.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 15 and 17 years in a house in Loftus area of Saltburn-by-the-Sea. The whole of the ground floor and the upstairs bathroom are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The chilminder provides funded early education for two-year-old children. There are currently 12 children on roll, seven 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 bank holidays and family holidays.

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

 use correct language with children so that the correct terms are used at all times to develop their language skills.

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who attend

Teaching is good because the childminder demonstrates a good knowledge of how children learn and uses this information to plan a wide range of interesting opportunities for children to take part in, which are matched to children's unique needs. The childminder works very closely with parents and this enables her to identify children's starting points in order for her to plan for their progress. Her comprehensive and robust observation, assessment and planning systems work effectively to support children's overall learning. She is very clear on what children can do and their next steps, which are clearly identified and planned for. Consequently, children are working comfortably within the typical range of development expected for their age and stage of development. Secure support is in place for children with special educational needs and or/disabilities. The childminder works closely with parents and other professional's so that she adapts activities to meet

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who attend

The childminder gives high priority to supporting children's communication and language skills. For example, children love to look at books, so the childminder sits with them on the floor and fully involves them in the story. She encourages them to shake their arms like a monkey and asks them what sounds some of the animals make. Children join in as they point to some of the pictures and name what they see, such as a bee. The childminder supports children by making the sounds of a bee. This all helps children to learn about the initial sounds in words and to appreciate how to handle books. It gives children the independence to choose to look at books on their own and to mimic what they have just done with the childminder, which shows their emerging skills in reading a book. Children go on to look at the toy animals lifting them out of the box and trying to say what they are looking for. However, the childminder does not always use correct pronunciations with

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who attend

children. For example, children say 'gee gee' and the childminder repeats what they say, rather than saying horse to show them the correct word and how to say it. The childminder teaches children about number names as she introduces numbers during every day play. She encourages them to count, and says 'one, two' as they count items they are playing with. This helps children to hear the numbers in context and to start to use the numbers randomly. The childminder makes the most of opportunities to help children learn about the outside world. When children point to the window, she lifts them up so they can see what is happening outside. They are fascinated and show their curiosity as they watch someone painting a window frame, the post lady and people walking past.

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who attend

The childminder engages parents in their children's development and their learning when they are with her. She shares a daily diary about what children have done during the day and also chats to parents when they collect their children. She also enquires about what they have done with their children at home and if there is anything they would like her to work on with their children that she can include in her planning. Parents are able to look at their children's trackers at any time, which helps them to continue their children's learning at home.

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

Children are very settled with this warm and caring childminder as she effectively promotes their emotional well-being, personal and social skills. Children are confident as a result of this caring approach and form secure attachments with her. Effective settling-in procedures are in place, where children come and visit before they start. This results in a smooth transition for children from their home to the childminder's care and they become familiar with her as their key person. Children behave very well and respond to the childminder's use of praise and encouragement. She encourages children to do things for themselves, which helps them to develop their self-esteem and she uses appropriate strategies to manage children's behaviour. The childminder is a good role model for children, treating them with respect and she places a strong emphasis on children learning to play alongside other children safely and sharing resources. Additionally, this helps

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

children to understand there are rules to keep them safe and to teach them how to play harmoniously together. The childminder teaches children how to keep themselves safe. She practices regular evacuation procedures with them so that know 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 is supporting children's progression well because she provides a stimulating learning environment to cater for their all-round development. She has organised her environment really well through providing a playroom dedicated to children's care, learning and play. A wide range of resources are set out around the room, which enables children to make their own choices about what they want to do. This develops their independence. As part of children becoming independent, the childminder helps them learn self-care skills. For example, she encourages them to clean their own hands and faces when they need cleaning, by offering them a wipe. Children take pleasure in performing this small task. Young children become competent at feeding themselves at meal times through the childminder's encouragement. Fruit is offered to children at snack time and the childminder raises their awareness of healthy eating by talking with the

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

children about the different foods. Many opportunities are provided for children to benefit from physical exercise. Regular outings are taken to local parks where there is balancing equipment and they visit soft play centres where they can climb on large equipment and refine their skills. They walk to and from school each day and always feed the ducks on the way back. This teaches children about the local environment.

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

In preparing children for the transition to school the childminder ensures that children are confident in being around large groups of children by attending toddler group sessions at the local school. This helps children to become familiar with this new environment and promotes their well-being when it is time to attend. The term before they are due to start children attend the school nursery for half an hour each week as part of the transition and staff also visit children in the toddler group. This gives a firm foundation for the childminder to develop links for when children start school nursery, so that learning and development information can be exchanged to promote consistency in children's learning.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage to ensure all legal requirements are met. She has a strong understanding of the need to safeguard children and is confident of the action she must take to protect children. Written risk assessments are undertaken for her home and any outings that she takes children on and she closely supervises children. This ensures that risks to the children in her care are minimised. Documentation is recorded well, regularly reviewed and used effectively by the childminder to safeguard children and support their welfare. A detailed record of children's attendance, which clearly shows the times they attend, is maintained. This shows that the childminder meets the required ratios at all times. Children are cared for in a spacious environment, which easily accommodates the numbers of children that she cares for. The childminder understands

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provision

her responsibility to ensure that any adults living or working in her home have the necessary checks carried out to make sure they are a suitable person to come into contact with children.

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provision

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 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 where they need further support. She has a clear understanding and overview of the progress children make over time and talks with confidence about their individual strengths and weaknesses. In addition, she gathers relevant information from parents at the start of placements. As a result, she can highlight what children need to learn next and plan appropriate activities to support each child's progress. Recommendations raised at her last inspection have all been implemented. For example, she has developed self-

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provision

evaluation processes, which identify where she is in her practice, in order to target her plans for improvement. Consequently, this demonstrates her drive and commitment to improve her practice. Additionally, children are further safeguarded and their care and learning improved as she increases her own skill base. For example, she attends courses that increase her knowledge in how to care for children, such as attending training for two year old places.

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provision

The childminder has a good understanding of working with other professionals to support all children. She works alongside portage workers who give her advice about learning strategies to use with children. The childminder meets children's needs well because she works closely with parents. For example, policies and procedures are shared with parents to ensure that they are clear about how the childminder's service operates. Written comments from parents suggest how much they value the childminder and are happy with the care and education she provides. They say, their children love attending and they never have any concerns about their care. Daily handovers provide stability and give them a chance to share any concerns and achievements. They have good faith in the childminder to meet their children's needs. This positive experience helps children to move forward in their learning and develop skills for the future.

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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 EY357110 Local authority Redcar & Cleveland Inspection number 955720 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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