Childminder in Darlington

Inspection date

Previous inspection date 01/05/2014 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

 Children are motivated to learn because they enjoy a wide range of stimulating activities matched to their individual interests and learning needs.  Children make very good progress in communication and language. This is because the childminder places a high priority on communication throughout the session.  The childminder works effectively with parents and other providers. She shares information about learning and care needs, which ensures that everyone works together to support the individual learning and care needs of the children.  Children are very safe in the setting. This is because the childminder has robust procedures in place to ensure the safety of all children.

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It is not yet outstanding because

 There is scope to enhance the already good opportunities for mark making by ensuring that a range of resources is freely available.  There is room to enhance the organisation of resources to develop children's good independence further.

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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.  The inspector took into account written feedback from parents.

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Information about the setting

The childminder was registered in 2012. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and daughter aged nine years, in Darlington, County Durham. The home is close to local amenities, such as shops, primary schools and playgroups. The whole of the ground floor is used for childminding purposes and there is an enclosed garden available for outdoor play. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, of whom three are in the early years age range and attend on a part-time basis. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 enhance children's already good independence skills by reviewing the organisation of resources so that children can follow their emerging interests and make independent choices more easily

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

 enhance children's good writing skills by extending opportunities for mark making so that it is readily available, enabling children to use this more freely as means of communication.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. Toddlers are fascinated as they explore shaving foam. They enjoy making marks in the foam but also enjoy rubbing it on their hands and arms, exploring the feel of the foam. This activity clearly motivates them as young children concentrate on this activity intently. Toddlers demonstrate their growing confidence in the setting; they show their sense of themselves as individuals and their own individual preferences as they tell the childminder 'go' when they want a new activity. Independence is also encouraged as children are encouraged to help with clothing and fastenings. The quality of teaching is good and the childminder knows the children in her care very well. Plans, routines and experiences reflect the children's individual needs and interests. This helps to ensure that children enjoy a broad range of activities that are appealing to them. The childminder

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who attend

demonstrates a good understanding of how to support children's play. She observes children and plays alongside them following children's leads. She gives children the space and time to explore things for themselves. For example, toddlers are given the time to put jigsaws in boxes or tip them out again. She comments on what they are doing throughout. This means that the childminder extends children's interests and explorations well.

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who attend

Children make rapid progress in communication and language. The childminder talks to the children constantly, introducing new words and phrases that are clearly matched to the child's level of development. As a result, toddlers copy numerous words and phrases throughout the session and begin to initiate communication with the childminder as they tell her the pushchair is 'stuck.' The childminder rephrases and extends what children say too, saying; 'it is stuck.' Consequently, children demonstrate a growing vocabulary throughout the session and learn how to form simple phrases. Opportunities for children to listen and respond are encouraged too. Questions, such as 'where's the frog?' prompt children to get the frog puppet. Books and songs are used to extend their understanding. Young children develop a love of books as they look at them together with the childminder, they enjoy lifting the flaps and copying the noises of different animals. The

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who attend

childminder effectively supports children's learning as she pauses when reading the books to give children time to lift the flap, study the picture and attempt to say the names of the different animals. 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 visits to soft play centres and takes children to the park to help support the development of large muscle skills. The childminder also supports the development of small muscle skills as she plans activities, such as sticking, cooking or sensory mark making activities, to develop this further. The childminder uses mathematics throughout the session. She demonstrates counting as she plays alongside children. This good support prompts toddlers to count to four with the numbers in order. The childminder plans activities for children to develop their own drawing and writing.

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who attend

However, there is scope to enhance this further by ensuring mark making resources are freely available so that children can access these resources when they choose to.

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who attend

The childminder records useful information from parents about their children's starting points, skills and achievements and also observes children 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 need further support. She plans stimulating activities for the children, which are based on the learning needs identified in her observations. Consequently, all children in the setting make good progress in relation to their starting points. The childminder has established good relationships with parents and ensures that her provision meets the needs of the families. Detailed verbal feedback and daily diaries at the end of the session mean that parents know what their children have enjoyed that day and how they can support their children at home. They

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who attend

value how she shares information with themselves and other providers and they comment that they have a very good overview of their child's 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 play tickling games. Children are clearly very happy as they follow the childminder into the kitchen. They enjoy cuddles, kisses and reassurance as they wake up gradually from sleep. This demonstrates that children are emotionally secure. 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 children 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.

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

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 environment generally promotes children's independence as a small selection of resources is set out based on children's interests, which children select from. Other resources are stored elsewhere in the house. There is room, therefore, to review the organisation of resources so that resources are easily accessible, enabling children to access them independently to support their developing interests. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. For example, they play outside regularly, visit the park and local soft play centres and walk to and from school. This helps children to develop an awareness of the importance of fresh air and exercise. Parents provide meals for their children and healthy

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

food choices are encouraged as children are reminded to eat main meals before they have yoghurts or dessert. She works in partnership with parents and other providers to ensure that children receive consistent messages in relation to eating. The childminder consistently reinforces good hygiene procedures, such as hand washing. As a result, children know they need to wash their hands. 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. They are reminded to walk inside of the setting and learn how to leave the property in case of an emergency. The childminder encourages children to be independent in the setting. Children are encourages to feed themselves and older children are encouraged to manage their clothing. These skills prepare children effectively for the next stage in their learning. Children's behaviour is good as they are fully engaged in their activities. Children learn to play alongside each other and begin to learn how to share resources together.

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provision

The childminder has a good understanding her responsibilities in meeting the welfare and learning and development requirements of the Statutory framework for the Early Years Foundation Stage and how this is integrated into her practice. She has a secure understanding of how to protect the children in her care. She is aware of her local safeguarding procedures and knows who to contact should she be concerned. A well- written policy is regularly shared with parents. This ensures that parents are clear of the childminder's responsibilities in keeping children safe from harm. 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. The childminder visually checks the premises and records her findings. This ensures that any potential risks are identified and reasonable steps are

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provision

taken to minimise hazards to children both inside and outside the house. For example, doors are kept locked and safety gates are used. Fire safety equipment is in place and the evacuation plan has been practised with the children so that they are familiar with what to do. Consequently children are able to move around the premises safely.

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provision

The childminder effectively monitors and reflects on the quality of the activities and the impact of the activities on children's learning and development. She has a good understanding of the areas of learning and how children learn through play. Her observations and assessments ensure she knows how well children are progressing. 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 positive attitude towards continuous improvement; she 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. The childminder recognises the importance of professional development and acts on any suggestions given. For example, following recent training, she encourages children to send postcards to her when

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provision

they have time away from the setting. This enables her to follow children's ongoing interests and experiences. The childminder has developed good links with the local authority and she meets with other childminders at 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 is 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 and detailed daily diaries mean that parents know what their children have been doing. Parents enjoy looking at children's learning records, looking at pictures of their children engaged in different activities. They share information about their child's learning at home too, which the childminder supports. This means that the childminder and parents work effectively together to meet the needs of the individual children successfully. The childminder is fully committed to working in partnership with other professionals. She has a good relationship with other early years providers and schools. She shares information about children's learning and builds on activities children

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provision

have enjoyed at nursery. For example, she plans sensory play when a toddler enjoys doing this at nursery. Parents praise the way the childminder works with other settings. As a result, 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 EY454628 Local authority Darlington Inspection number 918562 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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