Childminder in Sunderland

Inspection date

Previous inspection date 20/06/2014 27/11/2008

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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

 The quality of teaching is good because the childminder has a thorough awareness of how young children learn and develop. She is enthusiastic and provides a wide range of imaginative activities for the children. As a result, they are eager to learn and demonstrate high levels of engagement considering their ages.  The childminder is very caring, sensitive and skilled in helping children to feel settled and to form secure emotional attachments. This in turn nurtures their independence, confidence and overall well-being.  The childminder has a good knowledge and understanding of her role and responsibilities with regards to safeguarding children and keeping them safe. She has implemented written policies, procedures and risk assessments and she shares these with parents.  The childminder demonstrates a strong drive to improve the service she provides. She has clear plans for the future development of her service that are well targeted to

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This provision is good

support children's achievements over time.

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It is not yet outstanding because

 There is scope to further develop the use of open-ended questions to enhance the opportunities for children to develop their thinking and learning.

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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 practice and interaction between the childminder and children during play and at snack time. She spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation including parents' written comments, policies and procedures and records of the suitability of all adults within the home.

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Inspection activities

 The inspector examined the children's learning and development records and reviewed observation, planning and assessment procedures.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is also a registered childminder in Newbottle, Houghton-le-Spring. Her daughter also works from this address and is a registered childminder. The whole of the ground floor and the rear garden are used for childminding. The childminder attends various activity and toddler groups. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group 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:

 strengthen the use of open-ended questions to develop children's thinking and learning, encouraging them to consider and test out alternative ways of doing things.

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who attend

The childminder has a good knowledge of how children develop and learn. She provides a wide range of activities and experiences that give the children many opportunities for independent play and learning. Consequently, they are making good progress in all areas of their development and they are acquiring the skills necessary to be ready for future learning. There is a good selection of toys available, which includes a range of natural resources suitable for babies and young children. These encourage them to investigate and explore using all of their senses. The childminder gathers information from parents when children start, about their interests and care routines, which enables her to plan appropriate activities to meet children's individual needs and interests. She is actively involved in children's play. However, the childminder sometimes misses opportunities to extend children's thinking and learning as she does not always use open-ended

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who attend

questioning to encourage them to think about alternative ways of doing things. The effective teaching encourages children to be active learners. For example, the childminder encourages the children to be involved in imaginative play as they make a pirate ship and adds various resources for the treasure chest. Children giggle as they look for the treasure and are able to recognise things from home. Throughout the activity the childminder praises children's achievements and uses noticeable body language, such as, smiles, shrugs and giggles, to demonstrate her pleasure and encourage the children to explore even further. This type of interaction demonstrates the good quality of teaching provided by the childminder, which is effective and ensures that children's individual interests and preferences are catered for. Children are making good progress in their communication and language skills as they constantly chatter and engage in conversation with the

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who attend

childminder. She listens carefully to them and repeats words back to them to aid their pronunciation. The quality of teaching she provides supports children's communication and language skills well through everyday play-based activities. Children have an individual planning record that details their starting points, ongoing progress and next steps. This means that the childminder plans activities that enhance children's learning.

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who attend

Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their child's learning. A wide range of information is gathered from parents at the children's settling-in visits, which enables them to settle quickly. Children's ongoing progress and development is effectively shared with parents on a daily basis using a daily journal for each child. Parents are very complimentary about the childminder and the impact she has had on their child's good progress.

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

The childminder provides a warm and welcoming environment where children feel emotionally secure. All children form strong bonds with the childminder and are happy and content in her care. She responds well to children's emotional needs and recognises when they need reassurance and comfort. Information is gathered from parents about their child's needs before they start, for example, what their children are interested in and their sleeping and eating routines. Settling-in arrangements are tailored to meet the requirements of each individual child and their family. The childminder also gives out a welcome booklet which introduces her family, the care routines of the setting and a sample of the activities the parents can expect their child to take part in. This detailed document enhances all aspects of the childminder's care and promotes effective working in partnership with parents.

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

The childminder is a good role model who provides clear and consistent guidance for children's behaviour. She teaches children about acceptable behaviour and supports them in learning how to share, take turns and respect each other's feelings. She gives them lots of effective praise and encouragement. This builds their self-esteem and prepares them well for their future move on to nursery or school. Children learn how to keep themselves safe through the guidance that the childminder gives to them. For example, the childminder provides open space for the youngest children to practice walking without bumping into objects and organises furniture so they are able to support themselves. Children's behaviour is very good and they are learning to share toys, supported by the childminder's sensitive interventions.

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

Children are developing a good understanding of the importance of living a healthy lifestyle. At snack time, the childminder asks the children what they are having for a snack, as these are provided by parents. Children are encouraged to feed themselves and during this time the childminder takes the opportunity to chat to the children about the food they are eating. The childminder is enthusiastic about caring for children's emotional needs and ensures that her attention to their personal care routines fully support their well-being. During nappy changing times, the childminder reassures children, explaining the routine, the area is prepared for the child to see and nappy changing is a warm and responsive time. The childminder maintains eye contact and sings songs with the child and consequently, children's emotional well-being is very well supported.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Her knowledge of child protection issues is secure because she has attended safeguarding training. She is fully aware of the potential signs of abuse and neglect and she understands the procedures for reporting concerns. She ensures that all adults living on the premises and who have regular contact with children complete relevant suitability checks to help ensure that they are suitable. In addition, she has effective procedures and risk assessments in place to ensure she keeps children safe on outings or at home.

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provision

The childminder demonstrates a secure understanding of the areas of learning and makes sure that the educational programmes she provides reflect children's needs and interests. There is a broad programme of activities offered, including craft activities and imaginative play, which the children enjoy and which enable them to make good progress. Clear assessments are made, which means that the childminder knows where each child is in their stage of learning and where they need further support. The childminder demonstrates an enthusiastic approach towards providing good quality care and education for all the children. She completes comprehensive self-evaluation and has identified areas for further improvement. She has effectively addressed all issues raised during previous inspections and visits by Ofsted. For example, the childminder maintains up-to-date attendance registers and all documents are stored confidentially. This shows a committed,

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provision

dedicated perspective that ensures high standards are sustained.

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provision

The childminder has good relationships with parents as she shares information about their child's achievements and progress with them. For example, they have regular access to their children's learning journals and the childminder sends out questionnaires to all parents on a regular basis. They let her know verbally and through written testimonials, how happy and pleased they are with their children's progress since being with her. The childminder has established good relationships with other settings. She ensures that they share information regarding children interests and progress to ensure continuity and cohesion in children's care and learning.

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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 305472 Local authority Sunderland Inspection number 771958 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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