Childminder in South Tyneside

Inspection date

Previous inspection date 30/04/2014 25/01/2010

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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

 Children are motivated to learn because they enjoy a wide range of stimulating activities, matched to their individual interests and needs.  The childminder communicates with parents effectively. Ongoing communication means the childminder and parents work together to meet the needs of the children.  Children play in a stimulating environment indoors and outdoors where resources are organised effectively to encourage children's growing independence.  Children are very safe in the childminder's care because there are robust safeguarding procedures in place.

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It is not yet outstanding because

 Opportunities for children to become deeply involved in their learning are not always maximised because occasionally there are conflicts over resources.  There is scope to enhance children's already good behaviour further by consistently using positive language to reinforce behavioural expectations.

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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 held discussions with the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took into account written feedback from parents as well as parents' questionnaires.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged six and 12 years in the residential area of Whitburn in Tyne and Wear. The home is close to local amenities, such as shops, primary schools and playgroups. The whole of the ground floor and a bathroom on the first floor are used for childminding purposes and there is an enclosed garden available for outdoor play.

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Information about the setting

The childminder 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 on a part-time basis. The childminder provides care all year round from 6.30am to 6.30pm Monday to Friday, all year round, except for family holidays. The childminder cares for children with special educational needs and/or disabilities.

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

 strengthen ways to reduce incidents of frustration and conflict by providing some duplicate resources and modelling turn taking strategies, so that children can become deeply involved in their own learning

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

 extend the use of positive language to reinforce behaviour expectations, in order to enhance children's already good behaviour further.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. For example, children enjoy playing with the play dough, they concentrate for extended periods of time, exploring the different shapes they can make. They demonstrate good control as they use rolling pins, knives and cutters to effect changes to materials. This supports the development of children's physical and concentration skills. Children make good progress in their learning. This is because the childminder knows where children are in their learning because she uses information from parents and her own observations to establish their starting points. She observes children constantly to find out what they have achieved and what they enjoy doing. Her observations and assessments are matched to the age-related expectations of the Early Years Foundation Stage. She highlights where children are in their learning and identifies areas where they

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who attend

need further support. She plans stimulating activities for the children, which are based on the learning needs identified in her observations. This means that the childminder has a clear picture of where children are in their learning and where they need further support. The childminder effectively supports children with special educational needs and/or disabilities as she uses a pictorial book for them to express their own preferences in the setting. This ensures that the childminder can incorporate this into her planning.

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who attend

The childminder has a good understanding of how to develop communication and she ensures her provision is tailored to meet the needs of all the children in her care. She talks to the children constantly, developing new vocabulary as they play. Activities, such as play dough, are used to develop their vocabulary in relation to different animals. She effectively links this to children's life experiences as they talk about a recent visit to a safari park that children have made with their families. This effectively supports children's language skills as they confidently talk about how they fed the giraffes. Children also learn a range of songs and rhymes. They enjoy singing along to 'horsey horsey' as they play on the rocking horse. This clearly engages children as they ask for the activity over and over again. This means that children make good progress in communication and language. Young children develop a love of books, they select a range of favourite books and enjoy looking at them

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who attend

with the childminder. They enjoy telling the story themselves, using the pictures. They demonstrate a good understanding of how stories are structured as they turn the pages and use story language, such as, 'once upon a time' and 'one day' as they tell the story. These skills effectively support children in the next stage of their learning. The childminder plans in a wide range of activities to support physical development. She plans in visits to soft play centres and takes children to the park to help support the development of large muscle skills. Activities, such as playing in the rice and sprinkling it into containers, support the development of small muscle skills.

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who attend

The childminder demonstrates a good understanding of how to support children's play. She observes children and gives them the space and time to explore things for themselves. The childminder follows children's interests as they ask to play in the rice after looking at photographs of the activity in their learning records. This means that the childminder extends children's interests and explorations well, which means that they are usually fully engaged in their play. However, there are occasions when opportunities for children to become fully involved in their play are not maximised because there are sometimes conflicts over resources, which interrupt their play. The childminder has established good relationships with parents and ensures that her provision meets the needs of the families. Detailed verbal feedback at the end of the session means that parents know what their children have enjoyed that day and how they can support them

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who attend

at home. Parents' value the detail that the childminder gives them, particularly in relation to their child's learning and development and they comment that they have a very good overview of their progress. Parents are also encouraged to share information about what children have enjoyed at home, which the childminder then complements and extends. As a result, the childminder has a full picture of children's interests, both at home and in the setting and plans effectively using these to support their future learning.

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

The childminder has a very good relationship with the children. She is calm and caring and children relate very well to her. Children love being with the childminder and they giggle and laugh together as they climb on her knee and engage in imaginative play of escaping the wolf. Parents' comment that the childminder is very flexible and will always endeavour to provide childcare at short notice to help them. This supports children's emotional security. Children settle quickly into the setting. This is because the childminder has well- thought out settling-in procedures. Children have a number of visits spread over a few weeks, which she gradually extends as they become more confident in the setting. She finds out about their individual routines, care needs and likes and dislikes. This helps children to settle quickly into the setting. The childminder also helps children to settle into school and nursery as they talk about the new setting together. Children get to know the

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

school staff as they visit with the childminder and collect other children from school. She liaises with parents carefully to support the child during the initial few days in the school or nursery. This helps children to settle into their new setting quickly.

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

Children play in a stimulating environment indoors and outdoors with well-maintained toys and equipment that effectively support their overall well-being and care. The environment promotes children's independence as resources are stored in clearly labelled boxes, which are accessible to the children. Children select their own resources and help the childminder to tidy up and put things away before they get other resources out. The childminder also has a resource book, which helps children to choose additional resources. Children's independence is encouraged as they feed themselves and attempt to put on their own shoes and coat. In addition, they have their own coat hook and box. This encourages children to take responsibility for their own belongings from a young age. These skills prepare children effectively for the next stage in their learning. Children have plenty of fresh air and exercise too. They play outside regularly, visit the park and local

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

soft play centres and walk to and from school. The childminder provides a range of healthy meals. There is a varied menu that has been chosen by the children. This encourages children to make healthy food choices. The childminder consistently reinforces good hygiene procedures. Children wash their hands before snack and meals and after playing with play dough and paints. This demonstrates that they are beginning to learn how they can keep themselves healthy.

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

Children begin to develop an awareness of how they can keep themselves safe inside and outside. Young children know that they must always hold the childminder's hand when outside. They learn how to handle tools, such as knives, safely and they also learn how to leave the property in case of an emergency. Children's behaviour is generally good as they play alongside each other. They respond well to positive reminders about behaviour. For example, when the childminder says, 'we play football outside' or 'keep sand in the tray'. Children listen to the childminder and follow the rules of the setting. However, there is scope to develop children's already good behaviour further by ensuring that positive reminders are consistently used. Children learn to play alongside each other and begin to learn how to share resources together. However, occasional conflicts over resources interrupt the flow of play.

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provision

The childminder has a good understanding of her responsibilities in meeting the welfare and learning and development requirements of the Statutory framework for the Early Years Foundation Stage. The childminder has a good understanding of safeguarding procedures. She has clear policies that have been updated, which she shares with parents. The childminder 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 underpins her practice well. She is aware of her responsibilities when administering medication and treating minor accidents and holds a valid first-aid certificate. Children are very safe in the childminder's home. This is because the home is locked and visitors are signed in and out of the setting. In addition, risk assessments are carried out indoors and outdoors and any hazards

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provision

The childminder monitors her provision effectively. There is a broad programme of activities, which enables the children to make good progress. Assessments are accurate and take into account the Early Years Foundation Stage. As a result, the childminder knows where each child is and has clear plans of what she wants to develop next. This means that she can highlight any possible gaps in children's learning and plan appropriate interventions to support each child. The childminder has a detailed self-evaluation form, which accurately identifies what she does well and what she wants to improve. She uses feedback from parents and children to evaluate and improve her provision. For example, she has recently changed the way that she shares assessments with parents because she felt the electronic format she was using was not working. The childminder recognises the importance of professional development and she is currently working towards a National

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provision

Vocational Qualification at Level 3. The childminder has developed good links with the local authority and other childminders through local networks meetings and this helps her to develop her provision further. This demonstrates that the childminder has a good capacity to improve further.

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provision

Partnerships with parents are good and they comment positively about how their children are always happy and settled and enjoy their time with the childminder. They feel that their children have made good progress since starting. Detailed verbal feedback at the beginning and end of the session means that parents know what their children have been doing and how they can support them further. The childminder talks to parents about what they are doing at home too, so she can complement this further. The childminder is fully committed to working in partnership with other professionals and works effectively with them to support children with special educational needs and/or disabilities. She also has a good relationship with local schools and she shares information about a child's learning and development when they first start at the nursery. She talks to the school about what they are doing and how she can support children further too. This means that

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provision

children's learning and development is extended well between the settings.

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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 312487 Local authority South Tyneside Inspection number 870681 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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