Childminder in Durham

Inspection date

Previous inspection date 23/04/2014 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 good. The childminder knows children well and provides experiences and activities that they are interested in and enjoy. Consequently, they make good progress.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children. Robust risk assessments help to minimise any potential hazards to children, keeping them safe.  Children are happy and settled. They enjoy loving and affectionate relationships with the childminder and her children.  The childminder has very good relationships with the parents and meets the needs of the children well.

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It is not yet outstanding because

 Partnerships with other settings that children also attend have not been fully established to ensure children's best progression and continuity of learning.  Opportunities to support children in making independent choices about what they play with are not fully extended.

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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 viewed the premises, toys and equipment.

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Inspection activities

 The inspector spoke with the childminder and the children at appropriate times throughout the inspection and observed planned activities.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder and household members aged over 16.  The inspector took account of the views of parents provided in written form.

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self evaluation document, children's learning journals and a sample of policies and procedures.

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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 in Spennymoor, County Durham with her husband and her two children aged 18 months and five years. All ground floor areas of the house and the first floor landing are used for childminding.

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Information about the setting

There are currently eight children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder attends a toddler group and visits the shops and park on a regular basis. She operates all year round from 8am to 6pm, Monday to Friday, with the exception of Bank Holidays and family holidays.

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

 strengthen the partnerships with other providers of the Early Years Foundation Stage so that information about children's development is shared to further consolidate learning

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

 enhance the opportunities for children to make independent choices, for example, by displaying pictures as well as words on storage boxes that contain toys and resources.

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who attend

The childminder has a secure knowledge of how to promote the learning and development of young children by providing them with a variety of interesting and challenging activities. As a result, children make good progress in their learning and development from their starting points. The childminder offers a balance of adult-led and child-initiated learning experiences to meet the individual needs and interests of the children. Consequently, children are engaged and motivated in their learning. The childminder completes regular observations and assessments of the children; this information is used to develop future planning and identify the children's next steps in learning. Detailed records enable the childminder to clearly identify and address any gaps in children's learning to ensure they are progressing well for their age and stage of development. For example, the childminder works closely with parents to minimise the use of dummies so that children's speech is not

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who attend

The childminder models language well to extend children's use of new words and enhance their early communication and language. She continually describes what she is doing, for example, as she supports babies in exploring the different items in the treasure baskets. She talks about the different shapes, textures and colours of the interesting materials they touch. As a result, children learn new words and simple shapes, such as 'soft', 'tickly' and 'round'. The childminder carefully extends this learning by modelling how to use the different items. Consequently, babies enthusiastically bang different sized brushes to make new sounds and shake the plastic bottles filled with dried pasta and glitter. The childminder is eager and playful, which strongly influences children's positive attitude to play and learning. As a result, children are able to sustain their concentration while being engaged in activities. For example, they focus well and persevere as the childminder

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who attend

successfully encourages them to turn the animal jigsaw pieces around until they slot into the correct gap in the puzzle. The childminder extends this learning by talking about the different characteristics of the animals, such as the giraffe's 'long neck'. The childminder talks about the noises they make and shows genuine pleasure when children correctly name the different animals and the sounds they makes. She successfully encourages children to count the giraffes they find and recognise the numbers they have counted to, using the number line she displays on the television screen. Good use is made of local community groups, enabling children to socialise with others and develop their confidence. Consequently, children are developing the necessary skills needed for the next stage in their learning, such as school. The childminder supports and encourages children's good physical development, providing many opportunities for energetic play outdoors in the

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who attend

garden and at local parks. The childminder is particularly skilful at encouraging children to 'have a go'. Consequently, children learn to negotiate the steps on the climbing frame in the park and babies pull themselves to standing against the sturdy furniture.

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who attend

Parents comment that they are happy with the progress their children make in their learning and development. For example, they say 'the childminder encourages children's progress, particularly in crawling, walking and communicating' and that 'my child has come on so much'. The childminder ensures parents are well informed about children's activities and progress, and how best to support children's learning at home. She sets aside time to discuss children's progress in detail, as well as providing parents with written reports. Alongside this, she encourages them to share home observations and information about family outings and events so she can extend children's learning in connection with their interests. This means parents are actively involved in their children's learning.

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

The childminder is kind and caring. As a result, children form secure emotional attachments and enjoy a close relationships with both the childminder and her children. The childminder gathers information about children's individual needs, likes and dislikes and keeps a record of this to refer to. This helps children to make the move from home to her care, with minimum upset. Parents comment positively on how the childminder helps children to settle quickly. Children play in a child-friendly, safe environment with clean, age-appropriate and well-maintained toys and equipment that effectively support their overall well-being and care. The living room is set up so children can mostly independently access a wide range of toys and activities. These are stored in low-level storage boxes or attractively set out on the floor and include those which reflect positive images of difference and diversity. However, further resources are stored in the understairs

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

cupboard, and the contents of these boxes are not clearly visible or labelled with pictures as well as words to assist children in making even more informed independent choices.

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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 through routines and regular fresh air and exercise. For example, they play outside daily, go for a walks to the nearby park and visit soft play centres. This helps children to develop an awareness of the importance of fresh air and exercise. Children's health is very well promoted. Children learn to manage their own personal hygiene, older children know when to wash their hands and babies cooperate as the childminder wipes their hands before meals and snacks. Children enjoy a wide range of healthy meals and snacks, including lots of fresh fruit and vegetables. These are carefully agreed with parents. The childminder sits with children as they eat, encouraging their independence skills as they feed themselves. Children are learning to keep themselves safe. For example, they learn about road safety, stopping to look and listen for traffic before crossing the road. They confidently explain to

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

adults that they need to be careful with scissors in case they hurt themselves. They know to play with small items at the table in case the 'babies put them in their mouths and choke'. Children respond well to the childminder's calm and patient manner. She gives them her full attention, which builds their self-esteem and confidence. Children behave well because the childminder is a good role model, treating them with respect. They are polite and friendly and enjoy each other's company. The childminder supports children very well to develop the confidence and necessary skills they need as they move on to the next stage in their learning, such as nursery or school. For example, she encourages children to put their own coats and shoes on and to share resources and take turns with their friends.

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provision

The childminder has a good knowledge of the welfare and learning and development requirements of the Statutory framework for the Early Years Foundation Stage. These are successfully met to ensure that children learn and develop well and are kept healthy and safe. The childminder fully understands her responsibility in safeguarding children. She has clear policies in place, which she shares with parents. The childminder has attended recent safeguarding training and has further training booked so as to strengthen her knowledge even further and ensure her practice is current. She talks confidently about what she would do if she had a concern about a child in her care and has an up to date list of people to contact if she needs advice. Her documentation is all very well organised, easily accessible and suitably underpins her practice. She is aware of her responsibilities when administering medication and treating minor accidents, and holds a valid first aid

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provision

certificate. Children are kept safe inside and outdoors because highly effective risk assessments are carried out daily and any possible hazards eliminated.

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provision

The childminder monitors children's progress and the educational programmes effectively, to ensure that children are making good progress and are offered a wide variety of fun activities appropriate to their needs and interests. The childminder continually reflects upon the care and learning she provides and demonstrates a strong drive to improve. As part of her planned improvements, she is in the process of developing the already good provision she offers outdoors. The childminder is keen to continue with her professional development to further her knowledge and skills so as to maximise opportunities for all children. She works well with parents and gathers their views about the service she provides through verbal feedback. Children are observed on a regular basis and the childminder gathers their views through non-verbal and verbal communication. She has good relationships with other childminders in her area, as well as acting upon advice from

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provision

the local authority advisory team, which helps to enhance her knowledge and skills.

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provision

Partnerships with parents are good and they have access to a wide range of information about their children's learning and development. The childminder has daily discussions to keep them informed of their children's progress, which supports them to continue their children's learning at home through similar activities. The observations and photographs keep parents well informed, together with her overview about where children are in their learning. The childminder fully understands the benefits of developing links with other early years settings when the need arises, and has plans in place as to how she can do this successfully. However, as yet, she does not have secure arrangements in place to liaise with the nursery which children attend. This means she cannot always consistently support children's very good ongoing learning and development.

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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 EY469882 Local authority Durham Inspection number 941201 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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