Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 08/05/2014 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

 The childminder develops friendly relationships with parents and works effectively with teachers when children attend other early years settings. This supports consistency and continuity in children's learning.  Children are safe, settled and well cared for because the childminder understands safeguarding procedures and provides a secure and safe home, which is regularly risk assessed.  Good planning of activities and effective teaching is matched to children's individual interests relating to their ages and stages of development. Consequently, they make good progress.  Children are happy and settled and babies' individual needs are well met by a competent childminder. This means that their personal, social and emotional needs are successfully promoted.

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It is not yet outstanding because

 There is scope to enhance the opportunities to support babies' sensory development by providing more natural and real materials and to further promote children's interest in books, by providing an attractive, comfortable area where children can look at them easily.  The childminder does not yet make full use of the garden space, to further promote children's learning in the outdoor, natural environment.

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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 observed activities and routines in the living room and dining room.  The inspector took account of the views of parents spoken to on the day.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at the childminder's training certificates, suitability information for all adults living on the premises, children's learning journals, the self-evaluation form and some policies and procedures.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult children in a house in Wansbeck, Newcastle upon Tyne. The whole of the ground floor and the rear garden are used for childminding. The childminder visits the local shops, parks and toddler groups on a regular basis. She drops off and collects children from the local nursery. There are currently two children on roll, both are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 6am to 8pm Monday to Friday, except bank holidays and family holidays.

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

 enhance the opportunities to further support babies' sensory development by providing more natural and real materials such as, crinkly paper, boxes, light soft materials and safe wooden and metal items

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

 develop an attractive area where children can self-select and sit comfortably with books, to further promote their interest in stories, rhymes and reading

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

 make full use of the garden space, to further promote children's learning in the outdoor, natural environment.

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who attend

The childminder has a good understanding of how to support children's learning and development. She provides a range of planned and child-initiated activities and observes children at play. She also seeks ongoing information from parents regarding what their children enjoy doing. This helps her to establish their interests, starting points and abilities. Planning is flexible and based around the children's ages, needs and interests and the seven areas of learning. For example, when she noticed that pre-school children enjoyed playing 'shops', she has built in a regular trip to the local supermarket. Children take around their own trolley, choose items from shelves, use the self-service till and handle money. This enhances their understanding of the world and helps them to develop simple mathematical skills, which enables them to move on in their learning. The childminder also follows through activities well to further extend children's learning. For

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who attend

example, pre-school children draw pictures to represent the stepping stones they saw on a visit to a park and they make good attempts to write their name. This shows that they are well prepared for school. The childminder uses her observations to monitor children's progress and individual learning journals display photographs and examples of their work. This enables the childminder to gradually build up a picture of where children are at in their development as they settle in. This also helps her to establish their strengths and individual skills and where they may need further support, to ensure that they continue to make good progress.

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who attend

The childminder uses effective teaching strategies to help children learn. For example, when children fit the train track together, the childminder asks relevant questions that make them think and solve problems. She asks them questions around numbers and shape, which help them to develop good early mathematical skills. She shows a genuine interest in children and what they do and say, as they eagerly talk about and recall how they got to the childminder's house on their bikes. This raises their confidence, language skills and has a positive impact on children's learning. The childminder has a natural rapport with babies. She puts out relevant toys that they are interested in such as, balls, simple electronic toys and small wooden bricks, ready for their arrival. Although books are available, these are not easily accessible or in a cosy comfortable area to encourage children's interest in books. There is also scope to provide more real and natural resources

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who attend

to further support babies' sensory development, such as, crinkly paper, light soft materials and safe kitchen items like small pans and wooden spoons.

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who attend

The childminder exchanges a regular two-way flow of information with parents and she informs them of what their children have been doing. For example, when parents ask how their children managed at the toddler group for the first time, she explains that she borrowed a sit-and-ride car as children had enjoyed using this at the group. She also encourages parents to bring along their children's favourite toys from home. This helps children to settle in and further support their interests and learning, at home and in the setting. The children's learning journals are readily available for parents to view at any time. This successfully promotes engagement with parents and ensures that they are fully involved in their children's care and learning.

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

The childminder provides an extremely clean and well-maintained home, which successfully promotes children's health and well-being. She has practised her fire drill with the children to ensure that they gain an awareness of keeping safe. She has successfully completed a food hygiene course and a course on healthy eating and healthy lifestyles, to help her promote this with young children. The childminder spends most of her time out and about with the children so that they get plenty of fresh air and exercise. However, she does not yet make full use of her suitable garden space, to further promote children's learning in the outdoor, natural environment. The childminder takes children for walks, to the local shops and library and she uses relevant toddler groups. She also regularly takes pre-school children to the swimming baths, which promotes a healthy lifestyle. She has a good range of resources and regularly adds to these by borrowing from a local toy library.

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

She also builds on her resources as she purchases further items that children like such as, different coloured and textured balls. This ensures that children remain interested, motivated and actively involved in their play, which promotes the prime areas of learning well.

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

The childminder offers settling-in periods to suit the individual needs of the children. For example, for babies she makes sure that she has all the information she needs from parents regarding their routines, meal and nap times. The childminder is sensitive, caring and very attentive, quickly noticing when babies become unsettled. She provides lots of verbal reassurance and natural cuddles as necessary. This supports their emotional well- being successfully. Children's behaviour is good. All children enter the childminder's home happily and leave their parents easily, demonstrating that they feel emotionally safe and secure. When babies show an interest in older children, the childminder supports children to understand different needs. Children approach the toys easily, are fully occupied and happy and very independent. For example, they choose what they would like to play with and confidently ask the childminder for help, such as how to fit the train track together.

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

This demonstrates that they are progressing well in their communication, language and social development.

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

The childminder encourages parents to contact her at any time during the day, especially when caring for babies, to reassure them that their children are settled and happy. Settling-in periods are flexible to suit the individual needs of the family. This means that children and parents are given time to cope with separation and any anxiety as they familiarise themselves in a new environment. This successfully supports children's personal and emotional needs during the transition period.

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provision

The childminder understands her role and responsibility in providing a range of play and learning experiences that help children make good progress. She also has a secure understanding of the welfare requirements of the Early Years Foundation Stage. This means that children are effectively safeguarded. She is clear about what to do if there are any concerns about a child's care or welfare, if there are any complaints or any changes to adults' suitability who live on the premises. She maintains and regularly reassesses her written risk assessments, which also help to keep children safe. For example, based on children's age and stage of development she identifies potential hazards, such as not allowing them to walk around with food.

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provision

The childminder has over 20 years previous experience as a nanny, which means she has relevant childcare experience and is confident around children. She has completed the required childminding training and is keen to access further training as she settles into her new role. This means that she supports children's care and learning successfully. The childminder uses self-evaluation well to help her identify her strengths and areas for development. She has clear plans for the future. For example, to help her develop practice, she is improving the way in which she uses questioning techniques to help children, especially the older ones, to think for themselves. The childminder maintains very good policies and procedures and other documentation, which are effectively shared with parents. These underpin her practice successfully and support children's safety, welfare and learning, as she implements them well. The childminder has not yet needed to

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provision

complete the progress check at age two. However, she is aware of this and has relevant documentation to enable her to carry out the check and share a summary with parents when the time arises.

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provision

The childminder has quickly built up friendly relationships with parents as she is very approachable. They have daily conversations about the children and talk to her easily. She has clear plans to gain more formal feedback once children have been in the setting for a few months. This helps her to continually assess her overall provision to ensure that children's needs are continually met. The childminder works closely with nursery staff when children attend other settings. She helps children with simple 'homework' tasks from nursery such as, letter formation and number recognition, which prepares them well for school. She gains regular feedback from nursery staff, as she is confident to approach them to find out information. This makes a good contribution to ensure that continuity is in place to support children's learning and progress.

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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 EY470212 Local authority Newcastle Inspection number 945961 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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