Childminder in Middlesbrough

Inspection date

Previous inspection date 28/05/2014 28/04/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder demonstrates capability to identify gaps in learning by accurately observing children's development. As a result, children make suitable progress across the seven areas of learning.  Children are able to form secure attachments with the childminder and her assistant. This is because information is gathered about children before they start and the childminder knows them well.  The childminder understands the safeguarding and welfare requirements. Therefore, children are kept safe and secure while in her care.

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It is not yet good because

 The quality of teaching is variable and experiences are not always challenging for children. As a result, there are times when they do not engage fully in their learning.  Children use toilet training aids, such as potties, in the food preparation area and they do not learn about healthy choices. This does not support their growing understanding of what contributes to a healthy lifestyle.  The childminder does not have a clear method of self-evaluation and parents do not contribute to this or consistently to their children's learning. This means the provision is not monitored as effectively as possible, and partnership working requires improvement, to support better outcomes for children.

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

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Inspection activities

 The inspector toured the premises used by children during the inspection and observed children's activities.  The inspector held a professional discussion with the childminder.

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Inspection activities

 The inspector looked at documents, including a selection of policies, children's assessments records and checked evidence of the childminders suitability.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 21, 17 and 15 years in a house in Coulby Newham. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the quality of teaching to ensure it is consistently good in order to challenge and stimulate all children so they make good progress

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must:

 ensure food areas are kept hygienic by moving children's toilet training aids to a different area.

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

 extend ways for parents to consistently review and add to information gathered about their children's learning so this can be used to enhance planning and support parents to help children learn at home

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

 support children to develop understanding of what contributes to a healthy lifestyle by talking to them about healthy food choices and hygiene at mealtimes

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

 enhance self-evaluation systems to include parents, children and external agencies to provide better outcomes for children.

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who attend

The quality of teaching requires improvement because it is not consistently good. Children make sufficient progress in relation to their starting points. However, the childminder does not extend learning opportunities and as a result, some experiences lack challenge. This does not support children to make the best possible progress. For example, she uses a book with letter sounds to teach children basic literacy skills but does not encourage more able children to begin to phonetically sound out or 'spell' words. They enjoy hunting for bugs in the garden and the childminder encourages them to use mathematical language, such as over and under. Older children are able to successfully count snails and take an interest in their natural environment, verbalising their observations as they explore. Consequently, children develop some skills in literacy and numeracy which they need for school transitions. Babies benefit from having a separate area where they can develop

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who attend

physical skills safely. They are able to move around soft furnishings and the childminder supports them to learn to walk. They have access to sensory resources, such as treasure baskets with different textures for them to explore. Consequently, they make suitable progress in the prime areas of learning.

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who attend

The childminder demonstrates capability to identify gaps in children's learning and is able to access extra support for children with special educational needs and/or disabilities or those who have English as an additional language. For example, she uses tracking sheets to monitor children's development across the seven areas of learning and has accessed special educational needs training to develop her skills. Children benefit from planned experiences, which are individual to their developmental stage and the childminder uses the next steps in their learning to ensure this is focused to meet their needs. Resources indoors and outdoors cover the seven areas of learning and the childminder uses a balance of child-initiated and adult-led experiences.

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who attend

The childminder has satisfactory understanding of the learning and development requirements. For example, a progress check for children between the ages of two and three years is completed and parents receive a written summary of this. However, parents do not contribute to children's learning as they are not provided with opportunities to share developmental achievements. This means they are not well supported to extend children's learning at home. There are relationships with local schools which the childminder uses to pass on information about learning through 'wow moments'. This means older children benefit from continuity and some achievements can be celebrated.

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

Children develop confidence and independence with the childminder. They talk to her openly about what they would like to do with their day and move around the home freely to access resources. Consequently, children are emotionally prepared for transitions as they have high self-esteem and the childminder is supportive. Babies form secure attachments with the childminder; this means they feel safe and are able to explore their environment. The childminder reminds children to be safe and as a result, they learn how to manage appropriate risk for themselves. For example, older children use sellotape and scissors at the table; the childminder observes them and reminds them that scissors are sharp. Older children show patience with younger children and the childminder praises them as they share resources. Children develop self-help skills and are able to use the toilet independently. However, there is a potty in the kitchen area which is sometimes used. This does not ensure that

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

food areas are kept hygienic as children sit at the kitchen table for snack and mealtimes. The childminder encourages children to talk to each other quietly and babies sit together with them to enjoy their food and drinks. This supports children to develop social skills. Babies are encouraged to begin to feed themselves as the childminder provides them with their own spoon in addition to hers. The childminder praises children when they talk about brushing their teeth. However, they do not learn about what contributes to a healthy lifestyle. For example, the childminder does not teach them about healthy foods and the importance of good hygiene practices, such as hand washing.

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

The environment is friendly and welcoming for families. Information is gathered about children from their families before they attend. This ensures the childminder is aware of their care routines and also any likes, dislikes and preferences they may have. For example, babies have comfort items to go to sleep with and the childminder follows parents' wishes in terms of children's individual routines. As a result, children are settled. Daily diaries are used to pass on messages to families about how children have spent their day and for babies, this includes sleep and nappy changes. As a result, children benefit from effective communication which appropriately promotes their overall well-being.

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provision

The childminder is aware of her responsibilities to protect children and has an understanding of the safeguarding and welfare requirements. For example, there are procedures in place for safeguarding children and all members of the household have Disclosure and Barring Service checks. The childminder carries out risk assessments for both the indoor and outdoor environments. This means children are safe and secure in her care. Children learn how to keep themselves safe and are encouraged to take appropriate risks with support from the childminder.

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provision

The childminder is reflective of her practice and uses her own method of self-evaluation. However, this does not have the best impact as the views of parents, children and external agencies are not obtained. As a result, the childminder does not clearly identify areas for development in relation to the needs of families who attend. Since the last inspection, the childminder has made improvements to her planning and has attended various courses to develop her skills. For example, the childminder attended an Early Years Foundation Stage training course, which means she is now more able to plan for children's development across the seven areas of learning, including children's understanding of the world and mathematical development.

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provision

There are systems in place to monitor children's progress and the childminder has links with external agencies, such as the local authority, to enable her to access appropriate interventions when needed. There is scope to develop parents' contribution to children's learning, however, verbal communication ensures children's care needs are appropriately met. The childminder also has relationships with the local school and uses these effectively to share information.

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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 EY315560 Local authority Middlesbrough Inspection number 878017 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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