Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 03/04/2014 23/09/2009

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early years provision

This inspection: 3 Previous inspection: 1 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

 Children are motivated to learn because the childminder is supportive of their efforts and praises their achievements.  The childminder has a caring and friendly nature and, as a result, children settle easily into her care and are happy and content.  Children are safeguarded and protected from harm, as the childminder demonstrates an appropriate understanding of the symptoms of abuse and the procedures to use to report concerns.

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It is not yet good because

 The childminder does not provide parents with a written summary of the progress check at age two.  Teaching requires improvement to ensure that sufficient priority is given to promoting children's development in areas, such as mathematics and literacy.  Opportunities to share information with other providers about children's learning and development have not been fully explored when children attend more than one setting.  Systems are not in place to verify how the adult-to-child ratios are met, and to show when the assistant has sole care of the children.  Self-evaluation is not sufficiently developed to enable the childminder to effectively identify and target priorities for continued improvement of the provision.

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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 made observations of the children while they were engaged in activities in the lounge and kitchen.  The inspector looked at a selection of policies, procedures and children's records.

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Inspection activities

 The inspector spoke to the childminder at different times, taking into account the needs of the children.

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Inspection activities

 The inspector took account of parents' views, through their completed questionnaires.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Newcastle-Upon- Tyne with her husband and three of their children, aged 20, 17 and 14-years-old. The whole of the ground floor is used for childminding. The childminder attends a toddler group and activities at the local children's centre. She works with an assistant and collects children from the local schools and pre-schools. There are currently 20 children on roll; of these, five are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. She supports children with special educational needs and/or disabilities.

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must:

 use assessment, such as the progress check at age two, to provide parents with a short written summary of their child's development in the prime areas of learning

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must:

 improve the quality of teaching by: making sure that every opportunity is used to develop older children's mathematical skills, and the environment has more displays which encourage children to recognise and become familiar with letters so that they can practise their early reading and writing

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must:

 maintain records of when an assistant is used, to maintain staff-to-child ratios, to ensure the safe and efficient management of the setting and that the needs of children are met.

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

 strengthen partnerships with other early years settings children attend in order to further support and complement children's learning and development

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

 extend self-evaluation processes to clearly identify and prioritise areas of development to strengthen and drive continued improvement of the provision.

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who attend

The childminder has a sound understanding of child development and how young children learn and focuses her teaching on supporting young children in the prime areas of development. Consequently, children, including those who have special educational needs and/or disabilities, make satisfactory progress from their starting points. The childminder observes children's play and learning and flexibly plans activities and outings for them to enjoy, including opportunities to attend outside groups. She uses guidance, such as the Early Years Outcomes to see where children are in their learning. The childminder then reflects on where they are and plans their next steps within the opportunities she provides. Despite this, teaching is variable with some lovely examples of good teaching but some weaker ones, such as where teaching does not help children to extend their learning. This is seen when children are engaged in activities, such as playing with the

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who attend

musical instruments and building with blocks. In such cases, the older children are not always encouraged to count objects, or to name the shapes. Similarly, not enough opportunities are provided for older children to recognise and become familiar with letters in order to give them a firm foundation for reading.

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who attend

The childminder is aware of the need to complete the progress check at age two. However, she has not provided parents with a written summary of this. However, because the childminder has a sound knowledge of child development she is able to respond appropriately to ensure those children who require intervention are identified at an early stage. The childminder encourages parents to share information about their child's learning and development at home by enabling them to add comments into their daily diaries. Parents are suitably informed about children's learning and development and have access to the children's learning journal which they are able to take home to share with other family members. This two-way exchange of information helps to support children adequately in their next steps in learning. Children are confident communicators as the childminder provides them with a range of opportunities that encourage their language

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who attend

and listening skills. She asks children open-ended questions during their play, giving them time to respond and acknowledging their responses. This helps them to develop their thinking skills, alongside their confidence in communication, as the childminder values what they have to say.

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who attend

Children are motivated to learn because the childminder provides plenty of support, encouragement and guidance. She is friendly and approachable, and children show developing confidence in their surroundings. They know where some resources are stored and are starting to make independent choices. Children enjoy exploring a variety of media and messy play opportunities. The childminder plans a range of creative activities often linked to a theme. For example, the current theme is Easter and children eagerly decorate their baskets and make their cards. The childminder provides opportunities for children to use their imagination. For example, as they play in the role-play kitchen they pretend to make lunch and then sit the doll on their knee to feed them. Children enjoy including the childminder in their play. She gets down to their level and sits on the floor to ensure she is able to maintain eye contact with them. This helps children to feel valued and supports

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who attend

their personal, social and emotional development. The childminder engages the children in singing and action rhymes. As she models the actions the children become confident and relish trying this out for themselves. This develops the children's communication skills as well as promoting their self-confidence and self-esteem. The childminder takes children on outings to childminding groups and to the local park. This means that children have suitable opportunities to develop their physical skills as well as developing an understanding of the world around them. The childminder is aware of the skills children require for their move to pre-school or school when the time comes. For example, she promotes self-care skills, such as encouraging the children to wash their hands and to use cutlery when they eat. These are skills, which help to prepare children's readiness for school. Children use a variety of musical and interactive toys. This means they are able to

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who attend

investigate and develop their understanding of how things work.

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

The flexible settling-in sessions offered to new children help them to settle and adjust at a pace that suits their needs and those of their families. The childminder talks to parents about children's normal daily routines, dietary needs and their personal care needs. This ensures that she has the early information she requires about children's individual needs and personalities to ease their transition from home to her care. Children have built strong bonds with the childminder because she spends time with them and gets to know them well. Most of the children have been in her care since they were very young, which means a secure relationship has been made. Children show by their words and actions that they feel safe and secure. They happily go to the childminder and her assistant for comfort, reassurance and support and show a good sense of belonging. The childminder meets with other local childminders and their children to share activities and develop children's

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

social skills, which in turn prepares them for their move to school. The childminder offers a comfortable, inviting, child-friendly environment, where children have plenty of space to play and rest. Children make some independent choices because a general variety of resources are accessibly stored in boxes on the floor of the lounge.

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

Children are actively encouraged to help tidy away toys, and because of this they learn not to clutter play areas and develop a sense of responsibility. Children of different ages mix happily as they understand the need to share and take turns and to support the younger ones and there are clear guidelines for managing any challenging behaviour. As a result, the children are kept safe and their behaviour is good. Suitable hygiene routines are modelled by the childminder and help children to understand the importance of hand washing. Children develop personal care skills that are appropriate for their age and stage of development. The childminder supports their growing independence through praise and encouragement. She is patient and supports children's efforts to do things for themselves.

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

Parents provide food for their children, and this reflects their wishes and children's individual requirements. The childminder complements this by providing the children with healthy snacks and drinks. Children go on regular outings, for example, they walk to and from school and visit the local parks. These experiences provide them with opportunities to meet other people and teach them about the importance of physical exercise. Appropriate safety standards ensure that children can play safely and clear routines, such as safe walking, discussion of road safety and regular fire drill practises further support their growing responsibility for their own and others' safety.

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provision

The childminder understands her responsibilities in relation to safeguarding and has attended training. She has a sound knowledge of the signs and indicators of child abuse and knows how to take swift and effective action to report any concerns about the children to the relevant authority. Detailed risk assessments and the use of appropriate safety equipment, successfully minimise risks to children. This means children are able to play and learn in a safe environment. Furthermore, the childminder has developed effective risk assessment procedures for all outings she takes with children to protect their safety when they are away from the home. For example, risk assessments for the school run identify potential hazards while crossing roads and the action needed to minimise these risks. This is achieved through the childminder's close supervision, and how she supports children to develop their own awareness of safety. The childminder works at

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provision

times with an assistant who has completed appropriate first aid training. The required parental consents are in place for her to be left alone with children for a short period. However, the childminder has no systems in place to record when this occurs to fully verify how the adult-to-child ratios are continually met, and to show the times when the assistant is caring for the children.

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provision

The childminder has a satisfactory understanding of the learning and development requirements of the Early Years Foundation Stage. Although not available for inspection, the childminder describes how she is beginning to implement a method of recording children's progress towards the early learning goals. There is some monitoring of planning and assessment, however, this is not rigorous enough to ensure that the required two- year-old summary assessment is completed within the required timescale, and that sufficient emphasis is placed on aspects of the specific areas of learning.

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provision

Partnerships with parents are good overall. Suitable policies and procedures are in place and shared with parents so they have an understanding of the service offered by the childminder. Parents are provided with clear information on their children's daily care and progress through regular discussions, a daily diary, and access to their child's learning journal. This helps them to be part of their children's ongoing learning and development. Written feedback from parents is positive and demonstrates their satisfaction with the service and care their children receive. For example, they comment on how reliable the childminder is, and how she nurtures children well. The childminder cares for children who also attend other early years settings. However, the steps taken to develop effective links to ensure a two-way flow of information about children's learning and development are not yet fully established. This means that continuity in children's learning is not

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provision

maximised. The childminder is aware of the strengths of her practice. She welcomes the views of parents, and children's views are clearly taken into account as she follows their interests. However, self-evaluation is not yet rigorous enough. It does not clearly identify weaknesses, such as assessment processes and sharing information with other Early Years Foundation Stage providers, which hinders the childminder's capacity for continuous improvement.

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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 319062 Local authority Newcastle Inspection number 957237 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 20

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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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