Childminder in Gateshead

Inspection date

Previous inspection date 20/05/2014 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 active learners, as they explore and investigate, because the childminder provides stimulating activities and a broad range of resources to support their interests.  Children are well protected; the childminder implements effective policies and procedures to ensure that they are provided with a safe and secure environment.  Children are settled and have formed strong bonds with the childminder. They are happy and highly motivated, making good progress in their learning as a result.  Positive relationships with parents are established, supporting learning and development, and continuity of care.

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It is not yet outstanding because

 There is further scope to promote literacy skills by ensuring that books are available in the outdoor environment.  There is room to further develop communication and language skills with the youngest children, by using narration more often as they explore and investigate the 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 viewed the areas of the setting used for childminding.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector viewed a sample of documentation; including policies, risk assessments and children's records.  The inspector observed children playing in the dining room, kitchen and garden.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged four and one years in Ryton, Tyne and Wear. The whole of the ground floor, upstairs bathroom and front small bedroom are used for childminding. An enclosed garden is available for outdoor play. The childminder attends local groups and visits the local shops, parks and library on a regular basis. There are currently two children on roll, both of whom are in the early years age range. The childminder cares for children all year round, from 7.30am to 6pm, 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:

 provide even more opportunities for children to develop their literacy skills, for example, by ensuring a selection of fiction and non-fiction books are available in the outdoor environment

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

 enhance opportunities for the youngest children to link their actions with words, and develop their communication and language skills by regularly narrating as they play.

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who attend

The childminder has a good understanding of how children learn through play. She successfully builds on their interests, planning for their learning and progression, indoors and outdoors. For example, she knows that children are interested in balls, dinosaurs and soft toys, and provides them with the opportunity to discover these toys hidden within the tents, tunnels and junk modelling materials she has set up in the garden. As a result, children are interested, excited and motivated to learn and explore. However, the good range of books indoors is not fully extended to the outdoor learning environment, to further strengthen the children's very good early literacy skills, while playing outside. The childminder stays close to the children to ensure that she can quickly help and support them if they need her. She allows children the time and space to choose what they want to do at their own pace. Furthermore, she knows when to intervene to extend learning,

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who attend

and when to step back and let children become deeply engrossed in their play.

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who attend

The childminder knows the children in her care very well, successfully supporting their learning and development. She provides a broad range of activities and experiences, which promote children's interests and hold their attention. The childminder promotes children's language development well. She responds to younger children's emerging language by repeating words and introducing new words to extend their vocabulary. Furthermore, children are supported to develop phonological awareness by listening for and differentiating sounds in the environment. This results in children making good progress in listening, understanding, communication and language. However, on some occasions the childminder does not narrate younger children's play. As a result, opportunities to link words with their actions, to further extend their language acquisition, are sometimes missed. The childminder is committed to developing her knowledge and

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who attend

has recently completed phonics training. She talks confidently about the difference this has made to her understanding of child development. As a result, she is better equipped to plan activities and experiences that support early phonics, and to help prepare children prepare for school. At present there are no children in the setting with additional needs; however, the childminder has a good understanding of what to do to support children's individual needs, and the importance of working in partnership with parents and professionals.

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who attend

The childminder completes detailed observations and accurate assessments, which are linked to the seven areas of learning, showing that children are making good progress towards the early leaning goals. Thorough tracking and monitoring ensures that gaps in learning are recognised and plans put in place to meet children's needs. The childminder has a good understanding of how to support the youngest children. The progress check for children aged between two and three years are carried out. Summaries are detailed and provide a very good assessment of children's attainment against the prime areas of learning. Parents are encouraged to be partners in learning and have access to high quality learning journals, which chart children's progress, map daily routines and include photographs of them undertaking a variety of activities. Parents value this and make comments in the journals, reflecting how happy they are with their children's progress and

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who attend

the information they receive from the childminder.

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

The childminder meets children's emotional and physical needs very well. Children smile, laugh and chatter as they spend time in the setting, and she is attentive and caring to them. Their secure emotional attachments are demonstrated by their willingness to approach the childminder for reassurance and support. The childminder responds instinctively to their needs. For example, the younger children are keen to negotiate the steps into the garden and use the slide independently, which she encourages. However, she closely supervises them, and, therefore, is quick to offer a hand for support if they need it, without stepping in too quickly. Consequently, children develop independence, self-belief and the confidence to try new things. Children have access to a wide range of developmentally appropriate resources, which support all seven areas of learning, inside and outside. These are well organised and attractively arranged, so that children find the

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

environment interesting and stimulating. The majority of resources are at child height and can be accessed independently. In addition, many of the walls display children's pictures, collages and photographs of the activities and experiences they have been involved in. This demonstrates to the children that they are valued and important. The childminder values outdoor play, fresh air and exercise, and children often choose to spend prolonged periods of time exploring the outdoor environment. She helps children to learn about healthy eating, by providing healthy meals and snacks, encouraging children to taste different foods and talking to them about the benefits of a healthy diet. Drinks are constantly available, so that children remain hydrated.

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

The childminder takes time to get to know the children and their families before they begin attending the setting. She gathers a wide variety of information from parents about their children, which includes information about care, learning and development. This enables her to develop a sense of each of the children as individuals, with different likes, dislikes, interests, routines and particular needs. She uses this as a starting point to plan experiences, which the children enjoy and are interested in, helping them settle in quickly. The childminder is developing good links with the local school and recognises the importance of working with them, to support children at transition times.

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

The childminder has a very good understanding of how to keep children safe. She supervises children closely and gently reminds them how to stay safe as they move around the setting, and use equipment and tools. As a result, children are aware of when to ask for help and are beginning to develop the skills to know what is unsafe to do. The childminder recognises the importance of promoting positive behaviour and this is reflected in her behaviour policy. She has high expectations of the children and consistently reinforces this. Consequently, children are considerate, respectful, polite to one another and behave very well.

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provision

The childminder demonstrates a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She shows a good understanding of how to safeguard children, including the correct procedure to follow if she has concerns about a child. The childminder has a comprehensive set of policies, which are up to date, reflect practice in the setting and are shared with parents. Robust risk assessments ensure that children are safe in the setting and on outings. The childminder is reflective, undertakes self-evaluation and takes into account the views of parents, to formulate her plans for development. This demonstrates her commitment to continually improving her practice, in order to best meet the needs of the children in her care. For example, she is planning to further develop and reorganise the storage of resources, so that children can have greater independent access to them.

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provision

The childminder has a good understanding of the learning and development requirements, how children learn and what she can do to support their learning. She is very enthusiastic about developing her knowledge and recent training has had a positive impact on her practice. Detailed observations and accurate assessments provide a picture of children's learning and development, helping her to inform planning. However, the childminder is flexible and alters her plans at short notice to reflect children's interests and unplanned events. The childminder monitors progress, ensuring that children have the opportunity to develop skills across all seven areas of learning and to identify any gaps, which she then plans for. As a result, all children make good progress. The childminder has a very good relationship with parents, who she sees as partners in learning. She has developed a friendly and open communication with them, promoting a

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provision

two-way flow and exchange of relevant information, valued by parents. She completes learning journals, which include information about children's care and development, and these are shared with parents. In addition, they are verbally updated on their children's progress at pick up times. As a result, partnerships with parents are very good, and children's learning and development is well supported. The childminder looks beyond her provision to access services in the community. She regularly attends groups at the local children's centre and library, and is a member of the local childminder network, where she shares ideas and good practice with childminder colleagues. She has good links with the local school and recognises the importance of developing a partnership with them, to best support children a times of transition.

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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 EY446689 Local authority Gateshead Inspection number 966484 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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