Childminder in Northumberland

Inspection date

Previous inspection date 23/10/2013 19/12/2012

p.1

early years provision

This inspection: 2 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 2

p.1

This provision is good

 Children make good progress in their learning as the childminder has a good understanding of their needs and supports them well.  The environment is well resourced both inside and outside so enabling conditions for fun play.  The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support and values their achievements. Consequently, children's behaviour is good.  Children access a bright, attractive playroom that is thoughtfully set out and well resourced. This promotes children's independence as they access a broad range of toys and books.

p.1

It is not yet outstanding because

 The childminder does not always take time to actively listen to children to enhance their already good communication skills and develop sustained conversations.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and outdoor area and talked with the childminder and co-minder.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and assistants, the childminder's self- evaluation and a range of other documentation, including the safeguarding procedures, and risk assessments.

p.2

Inspection activities

 The inspector also took account of the views of parents, as provided in their written feedback to the childminder.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She co-minds with another childminder and two assistants from her setting. The childminder lives with her partner and two children aged 12 and six-years-old in a house in Kirkley, in Northumberland. The converted space above the garage is used for childminding. It has a self-contained kitchen and toilet area. In addition, use the whole of the ground floor of the house is also available.

p.3

Information about the setting

The childminder collects children from the local schools and pre-schools in her minibus. She attends a number of local groups, and regular weekly activities outside the setting are organised. There are currently 16 children on roll, eight are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays.

p.3

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

 enhance children's already good communication skills by concentrating on actively listening to develop sustained conversations with the children so their language develops more rapidly.

p.3

who attend

The childminder has a good understanding of the seven areas of learning and provides a good range of activities and detailed documentation providing information for parents. She promotes children's learning and development by providing focused and well-planned activities, using thorough and in-depth planning, based around the children's individual interests. For example, children actively engage in a messy play activity, exploring their senses, which means that the children are provided with interesting and fun experiences. The childminder assesses children's achievements through effective observations and uses this information well to plan appropriately challenging activities. This results in them making good progress in her care.

p.3

who attend

The childminder knows the children in her care very well, for example, she knows their likes and dislikes and has an in-depth knowledge of the children's families. The childminder carries out summative assessments of the children. For example, she is currently completing the progress check at age two in partnership with the child's parents, which means that parents are actively involved in their child's learning. Through accurate assessments, the childminder is aware of what children can do. She makes good use of relevant guidance, in order to identify any gaps in children's learning.

p.3

who attend

The childminder is skilled at extending activities, building on the children's interests and using varied and rich vocabulary to extend the children's learning. For example, she uses open-ended questions when talking to children during activities to extend their critical thinking skills. However, occasionally the childminder does not actively listen in order to fully encourage sustained conversations so that children's language develops rapidly. Children enjoy singing and the childminder effectively uses this interest to promote their mathematical understanding. For example, they sing counting songs so that children understand about numbers.

p.4

who attend

Parents are actively encouraged to be involved in the children's learning through good partnerships with the childminder. She keeps a record of children's learning and the learning journals and daily diaries, which are sent home with parents, give a useful written and pictorial record of their time with the childminder. This helps to ensure a consistent approach to the children's learning and enables parents to continue their child's learning at home. Overall, children are gaining the necessary skills to support their future learning.

p.4

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

The childminder offers a well-resourced and highly stimulating environment, which is bright airy. Well-maintained child-size furniture is in place and there is lots of space for children to move around. Resources are well organised in labelled, low-level storage boxes so that children can select them easily and safely, and therefore, make independent choices. There is a well-stocked low-level book shelf, which is filled with a number of high quality books. The range of resources available provides the children with plenty of varied challenge that helps to move their learning forward.

p.4

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

The childminder has excellent settling-in procedures in place. For example, parents meet with the childminder to talk about their child's needs before they start in her care and children and parents visit together until they get to know her. This helps children to form close relationships with the childminder as they make the transition into her care.

p.4

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

Children explore the environment freely and turn to the childminder to inform her of what they need or for reassurance. The childminder is a highly effective role model encouraging the children to behave well. She follows a written behaviour policy and focuses on promoting positive behaviour. For example, she consistently encourages and praises the children for good behaviour. As a result, children behave very well. The childminder has excellent relationships with the children and they readily invite her to join in their play. The childminder helps children to learn to be independent and encourages them to manage their own personal needs. For example, as children prepare to go outside, she encourages them to put their own coats and shoes on and this helps them to develop confidence and self-esteem.

p.4

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

Outdoor play is actively encouraged in all weathers. Children have access to a large paddock area that includes a nature trail, a hill and a number of steps, which means that the children have access to daily exercise and appropriate risk and challenge. The garden is secured by locked gates so the children are able to access all areas freely. The childminder effectively promotes children's awareness of healthy lifestyles through providing them with nutritious home-made meals and snacks. At snack time she takes time to sit and talk with the children, for example, they talk about the types of fruit and why eating fruit is good for you. This helps them to develop an understanding of a healthy diet. The childminder gives sensitive reminders to the children about how to keep themselves safe. This means that they begin to develop a good awareness of safety.

p.4

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

The childminder has excellent links with the local schools and nurseries that the children attend. They have monthly meetings to discuss children's progression and particular needs. The childminder also invites the teachers from the schools to come to the setting and meet the children that will be attending. This ensures that the children are well prepared for their move to nursery and Reception.

p.5

provision

The childminder is clear about her role and responsibilities in relation to promoting children's safeguarding and welfare. She demonstrates a very secure understanding of child protection concerns and has the required guidance and contact details to hand. This means that she is able to respond to concerns in a timely and suitable manner. A range of written policies and procedures are in place, which underpin the effective running of her childminding service. Risk assessments are robust and occur continually, ensuring all areas consistently remain safe and suitable for children to use. This results in children constantly being kept safe.

p.5

provision

The childminder robustly monitors and plans for the learning and development of all children ensuring that toys and activities are planned continually to cover all areas of learning and reflect the interests of all the children in her care. She provides a range of activities and experiences that help children to progress towards the early learning goals in both the prime and specific areas.

p.5

provision

Children's needs are well met due to the good partnership with parents and schools in order to support children's continuity of care and learning. Parents receive daily dairies and verbal updates on their children's experiences and achievements. They receive relevant information about their child through various media depending on their individual circumstances. For example, the childminder uses emails, texts and paper copies of information to ensure the children receive the support they need and parents are fully informed about their child.

p.5

provision

The childminder understands the importance of self-evaluation and has completed documents, which detail her action plans. She demonstrates a firm commitment to improving her service and has a secure knowledge of her strengths; she discusses and evaluates her practice with her co-childminder and assistants. The childminder attends training to further her development and knowledge and has developed links with the local authority to ensure training is kept up to date. The childminder also ensures that assistants have a secure knowledge and understanding of all the policies and procedures in order to safeguard children and promote their learning. In addition, she implements a suitable induction procedure for them and they also attend training to update their knowledge.

p.5

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

p.6

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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. 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 the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.7

Grade Judgement Description

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.

p.7

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.

p.8

Setting details

Unique reference number EY448361 Local authority Northumberland Inspection number 918343 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 17 Number of children on roll 16

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10