Robson, Helen

Inspection date

Previous inspection date 22/04/2014 22/07/2013

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early years provision

This inspection: 3 Previous inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides a welcoming, warm and caring environment in which to care for children. This helps to promote children's sense of security and belonging, and supports their emotional well-being.  Children have daily opportunities for fresh air and exercise, which helps support their health and physical needs.  The childminder has developed positive relationships with parents and other providers. As a result, children experience continuity and consistency of care.  Children behave well in the setting because there are clear boundaries in place which children are able to follow.

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It is not yet good because

 The childminder has not attended any recent training to strengthen her knowledge of how to improve teaching and learning and deepen her understanding of the Early Years Foundation Stage. Consequently, her practice does not ensure all children make consistently good progress over time.  The childminder does not exploit opportunities for older children to learn to write their own name, particularly during craft activities.  Hand washing practices are not fully effective in minimising the spread of infection as children all share the same towel for drying their hands.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and involved the childminder in a joint observation of an activity.  The inspector looked at a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and her self-evaluation and improvement plans.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and five years in a house in Darlington. The whole of the ground floor, the bathroom on the first floor and the rear yard is used for childminding. The family has a dog, two rabbits and a snake as pets. 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. There are currently seven children on roll, of whom three 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 bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder holds a recognised early years qualification

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must:

 ensure knowledge and skills are up to date, by regularly attending or completing relevant training and development opportunities which focus on improving teaching and learning and deepening understanding of the Early Years Foundation Stage.

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

 extend opportunities for older children to write their own name, particularly during craft activities

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

 improve hand washing practices to minimise the risk of cross-infection by ensuring that there is a hygienic system for children to dry their hands.

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who attend

Children are happy and are keen to join in with activities and initiate their own play. The childminder has developed suitable systems to observe, assess and track children's progress, in relation to their starting points. She is beginning to use this information to plan for the next steps in their learning. This helps to provide some challenge to support children's progress. However, the childminder has not attended any recent training to further develop and update her understanding of the learning and development requirements. As a result, her practice supports children to make satisfactory rather than good progress. The childminder appreciates the need for children to develop their independence to be as ready as they can before starting school. For example, she encourages children to put on their own coats and shoes and provides a suitable range of activities for children to learn to use a range of mark making tools. For example, young

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who attend

children make marks in the dough with a range of cutters and tools and older children confidently use glue sticks to spread glue with precision. However, opportunities for older children to practise their early writing skills by writing their own name on their art work are not exploited during craft activities.

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who attend

The childminder has established sound relationships with parents and other providers, this helps to meet children's individual care needs and supports their transition between settings. Detailed verbal feedback means that parents know what their children have enjoyed doing that day and how they can support their children at home. Parents are also encouraged to share information about what activities children have enjoyed at home. The childminder has systems in place to complete the progress check at age two years and has a sound understanding of working with parents and other providers to support children's progress.

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who attend

The childminder's teaching and interaction with the children is generally good. She develops toddlers' communication and language skills well. For example, she constantly talks with children about what she and they are doing. This helps toddlers link words to actions and develop their vocabulary. In addition, she changes her speech tone to engage toddlers in conversation. The childminder models turn taking, which helps children develop conversational skills. She repeats sounds and words so that toddlers begin to recognise particular sounds. She knows children well and provides resources to meet their individual interests. For example, she makes sure resources they enjoy playing with are freely available, such as the garage and cars. She also provides craft activities for older children, who show high levels of concentration as they make patterns and pictures with a variety of resources. The childminder uses appropriate questioning to help children name the

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who attend

different shapes they use and encourages them to count the shapes in the patterns they have made. This helps to develop children's mathematical skills during activities they enjoy. Young children also enjoy making sounds and 'singing' using the electronic keyboard and microphone, which develops their creativity.

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

Children develop positive and trusting bonds with the childminder, which supports their emotional well-being, and they play happily in her care. Furthermore, the childminder sensitively supports children in their transitions from home into her care. She uses a gradual settling-in procedure, and uses this time to get to know children well. She gathers information from parents about their child's likes, dislikes and routines. The childminder uses these and her own observations to help her get to know children, and to support them according to their individual needs and preferences. The childminder also supports children in their move on to nursery and school as they regularly visit when collecting other minded children. This helps them become familiar with the staff and buildings. Children are well behaved and gain an understanding of acceptable behaviour through regular routines and clear boundaries. The childminder has a warm and calm manner, and

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

treats children with kindness and respect, presenting a positive role model of behaviour for them.

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

Children develop an understanding the importance of physical exercise as part of a healthy lifestyle. They have daily opportunities for fresh air and exercise in the yard, at parks, on walks to schools and nursery and the local soft play area. Children also develop some understanding of hygiene practices, through reminders, routines and the positive example set by the childminder. However, children do not always have access to hygienic methods to dry their hands as they share towels. This does not minimise the risk of a spread of any infection. Children are beginning to manage their own personal needs according to their age and stage of development. The childminder provides children with a healthy and nutritious range of meals and snacks, which encourages children to make healthy food choices. She also works closely with parents to ensure children's dietary needs are met.

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

A plentiful selection of toys and resources, that are suitable for the ages and stages of the children cared for, is readily available. These are easily accessible on open shelving and in boxes. This enables children to make their own selections or point to, or request what they would like. The children's artwork is displayed; this helps children develop a sense of security and confidence. Children are beginning to develop an understanding of safety; they talk about having to wait, look and listen for 'no cars' so they can cross the road safely.

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provision

The childminder demonstrates a mostly suitable understanding of safeguarding children. She sufficiently identifies possible issues and is aware of the procedures to follow in the event of a concern regarding children's welfare. The childminder completes risk assessments of the home, garden and outings which ensure children are kept safe. She has clear policies and procedures in place for complaints and safeguarding children. All the appropriate information and records are in place and readily available for inspection. This includes attendance records for all children, the suitability checks of adults living on the premises and a current paediatric first aid certificate.

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provision

The childminder has a generally sufficient understanding of how to deliver appropriate educational programmes within her setting. She works closely with the local authority advisor to develop action plans to help support some continuous improvement. She has also started to use the Ofsted self-evaluation system to highlight strengths and weaknesses of the provision provided. However, she has not identified the importance of updating her knowledge and skills by regularly attending or completing relevant training and development opportunities to deepen her knowledge of the Early Years Foundation Stage. As a result, the quality of her teaching practice does not ensure children make consistently good progress over time.

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provision

The childminder is aware of the benefits of sharing information with parents and other providers of the Early Years Foundation Stage and is developing links, to support continuity in children's ongoing learning and development. She works with children to enable them to develop their independence and manage their self-care skills and this helps gives them some of the basic skills they need for their move on to other settings and eventually school.

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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 EY239857 Local authority Darlington Inspection number 932174 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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