Childminder in Northumberland

Inspection date

Previous inspection date 20/06/2014 11/05/2010

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress. This is because the childminder knows them well and successfully provides fun learning experiences that accurately reflect their individual interests and needs.  Children develop a strong sense of belonging with the childminder through her sensitive interaction with them. They form trusting bonds and attachments with her and are happy in her company.  Children are safeguarded as the childminder has a positive understanding of her responsibility to protect children in her care. She uses clear policies and her own good practice to promote children's safety and well-being.  Good relationships with parents ensure that they are fully involved in their children's learning. This effective partnership between the childminder and parents fully supports children's happiness, achievement and behaviour.

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It is not yet outstanding because

 Opportunities for children to use reclaimed and natural materials with different purposes outdoors have not been fully maximised.  The childminder has not fully considered the use of equipment, such as booster seats, to help young children's independence and safety during mealtimes.

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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, both indoors and outdoors.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of all adults living in the home.

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Inspection activities

 The inspector took account of the views of parents through written information and 'thank you' cards.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Seaton Delaval, Whitley Bay. The whole of the ground floor is used for childminding. The childminder collects children from the local schools. There are currently four children on roll, of whom two are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am 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:

 enhance the outdoor learning environment further by offering a range of materials which children can use and combine in their own way to meet their own purposes, for example, flexible and rigid pipes, logs and planks of wood, netting and cardboard boxes of different shapes and sizes

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

 review and reflect on the use of equipment, such as booster seats, to aid children's independence and enhance their safety during mealtimes.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage and how children learn, and uses this well to provide playful and enjoyable experiences for children. As a result, children's learning and development are good, and this prepares them well for their next stage in learning, such as school. Children's achievements are recorded by the childminder, who regularly monitors their development to ensure that they are continually making good progress. She identifies ways to help children move forward, and uses this to inform the planning of future activities. This ensures that planned events are of interest and are challenging to children to promote their development. The childminder knows the children well, supports and responds to their interests and makes suggestions that help guide them during their play. Consequently, children choose what they want to play with from a range of resources that appeal to them and they are eager to explore. The

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who attend

childminder engages parents in their children's learning and development. This ensures a consistent approach to meeting the child's learning and care needs. The childminder uses daily diaries, photographs and verbal feedback to make sure that each parent is fully informed of their child's day, and this two-way communication informs her planning. Furthermore, the childminder is aware of the need to work with parents to complete the progress check when children are aged between two and three years. Teaching is good throughout activities and daily routines. The childminder is especially good at supporting children's language and communication development. For example, she constantly talks to young children, explaining what she is doing and acknowledging their efforts to communicate. She repeats the words they say and responds to their gestures when they point to objects, using the correct word for these. Young children

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who attend

babble away happily. The childminder responds to this as if she is having a conversation with them, pausing to encourage the children to continue communicating with her. The childminder is actively involved in children's play. She captures their interest and extends and makes good use of questions to help extend their language skills. She introduces new words as they play to increase their range of vocabulary, such as 'trailer' and 'tractor'. The childminder capably draws the learning from child-led interests and play, sustaining competent levels of interaction with the children, which develops positive attitudes to learning. For example, following on from a child's interest in cars, she provides a variety of vehicles, a garage and a road mat. As they play she offers a continuous commentary, including teaching about colours, numbers and shapes. Consequently, children are introduced to mathematical concepts in a fun way.

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who attend

During their play together, the childminder supports children to solve problems. She achieves this through her effective encouragement which helps them to successfully slot the different shapes into the shape sorter. Children enjoy looking at books and the childminder draws their attention to the different animals in the pictures. She names these, talks about the noises they make and asks questions, such as 'Where is the chicken?', to encourage children to look closely at the pictures. All of these efforts support children's developing language and early literacy skills in an effective way. The childminder regularly attends toddler groups and visits local amenities, such as the library and activity centres. These outings help develop children's social skills and knowledge of the community, and link to children's developing physical skills. Children also enjoy playing in the local park and the childminder's garden. Here they develop their coordination and

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who attend

balancing skills because they climb on large equipment and learn to kick, throw and catch balls. However, reclaimed and natural resources that children can use, move and combine in a variety of ways outdoors have not yet been fully embraced. This means opportunities for children to play and explore imaginatively are less well promoted.

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

The childminder offers a homely environment where children feel safe and secure. Flexible settling-in sessions help children to make the transition from home to the childminder's care. This helps children to settle quickly and parents to feel comfortable leaving their children. Relationships are positively strong. Children show they feel comfortable in the childminder's care by staying close to her and cuddling in until they feel happy to play on their own. Outings to local parent and toddler groups help young children to develop confidence and independence in situations away from the setting. These experiences help to support children in their transitions to nursery or primary school when the time comes. Children are offered a wide range of equipment, much of it stored at child height, effectively encouraging the children to make independent choices. Children behave well. In a relaxed, happy atmosphere they are encouraged to share, take

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

turns and be kind and helpful. Through activities, discussions and using meaningful resources, children learn respect for the wider community, and about caring for their environment. The childminder promotes healthy eating and children benefit from fresh fruit, vegetable sticks and monitored treats to complement meals provided by their parents. Accurate records identify specific dietary requirements to further enhance their health and welfare. The childminder constantly responds to children's growing independence. For example, during mealtimes a toddler prefers to sit on a large adult chair rather than the highchair. The childminder supports this by sitting close and providing good levels of supervision. However, she has not fully considered the use of appropriate equipment, such as a booster seat, to fully promote children's independence and safety. Children learn to become independent with regard to their personal care and

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

follow good hygiene routines to prevent the spread of germs. They enjoy daily outdoor play and walks in the local community, during which they benefit from fresh air. These activities boost the children's fitness levels and show them that exercise is fun.

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

The childminder teaches children about keeping themselves safe, both within the home and when on outings. For example, indoors she encourages children to help tidy away toys before getting others out. She teaches children the 'green cross code' when they are out walking to develop their awareness of the importance of road safety. As a result, children's health and safety are successfully promoted, which in turn has a positive impact on their physical and emotional well-being. Participation in frequent fire drills equips the children with the knowledge that they need to stay safe in emergencies. This teaches them to take some responsibility for staying safe and secure.

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provision

Children are effectively safeguarded. This is because the childminder demonstrates a good knowledge of child protection procedures and affords safety a high priority. A clearly written safeguarding policy supports her practice, and a combination of thoughtful consideration, daily checks and written risk assessments ensure that potential risks to children are effectively identified and minimised. The childminder shares relevant policies and procedures with all parents, so that they understand her duty to protect children from harm or neglect. The childminder is clear about notifying Ofsted of any changes or significant events, and all adults in the household have been suitably vetted.

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provision

The childminder reflects on her own practice and effectively evaluates her service, where she considers her own strengths and areas for improvement. Her self-evaluation includes listening carefully to the views of children and their parents. The active involvement of parents is encouraged through regular feedback about their views and preferences. All recommendations and actions raised during the previous inspection visit have been met successfully. Since the last inspection, the childminder has attended various training courses. For instance, she has completed training on observation, assessment and planning, and 'just playing and interaction'. From this the childminder has developed a greater confidence in her ability to accurately observe and analyse what children's learning needs are, helping them to make good progress in their learning. The childminder establishes positive relationships with parents. She gathers useful

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provision

information from them at the start of the childminding arrangement to ensure children's individual needs are met, through the use of 'All about me' forms. The childminder discusses children's development with parents on a regular basis through the learning journals, and they are encouraged to contribute with information from home. Positive written feedback from parents demonstrates how pleased they are with the childminder and the service she provides. One parent comments that 'You have been such an influential part of my child's life, he has learnt a lot from your interaction and the activities you do'. The childminder has also developed good partnerships with other professionals, such as school and nursery staff. She gains information from them about what the children are learning at nursery or school so she can incorporate this into her planning to fully promote continuity and progression.

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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 EY397799 Local authority Northumberland Inspection number 875093 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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