Childminder in Sunderland

Inspection date

Previous inspection date 28/05/2014 12/03/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder lacks knowledge of the learning and development requirements. She is not making observations or assessments of children's learning, including the progress checks for two-year-olds. Therefore, she is unable to plan suitable activities or evaluate their stages of learning and share her findings with parents.  Children are not challenged in their learning and development to make the best possible progress in all areas and parents are not encouraged to continue learning at home.  The childminder's self-evaluation does not identify areas of weaknesses or strengths to enable her to move forward in her practice.  At times the organisation of the day leaves children with nothing to do and instructions from the childminder are not clear so they are not aware of what is expected of them.

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It has the following strengths

 The childminder works hard to increase the children's social skills and language development.  Children have warm relationships with the childminder and their day to day needs are met.

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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 compulsory part 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 children playing and the interaction of the childminder.  The inspector had discussions with the childminder about her practice.  The inspector observed some documentation kept about the children.  The inspector viewed all areas of the property used for childminding.

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Information about the setting

The childminder registered in 2008. She lives with her husband, one adult child and two children, both of whom are in full-time education, in Aldershot, Hampshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder cares for children learning English as an additional language.

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must:

 develop the use of observations, assessments and planning to ensure the stages of development for each child are fully identified and use this information fully to plan challenging experiences across all areas of learning to help children move onto the next stage in their development

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must:

 carry out the progress check for each child aged between two and three years and provide their parents with a short written summary of the child's development in the prime areas of learning so they can build on children's learning at home

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must:

 provide further extension and challenge to children's activities and the resources they use through developing a thorough knowledge and understanding about the learning and development requirements and how to support children's individual progress across all areas of learning

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

 organise the day so children are not left waiting for periods of time for routine activities with nothing to do

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

 improve the systems used to foster continuous improvement are robust so that self- evaluation identifies and addresses key weaknesses, priorities and targets for improvement based on rigorous monitoring of practice.

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who attend

The childminder has a poor understanding of all the areas of learning. Her lack of knowledge limits the learning opportunities offered to children. She does not assess or plan for all of the children's learning and development and therefore is not meeting all of their individual needs. This results in children not having adequate challenges to promote their progress in all areas of learning. In addition, the childminder, when undertaking the progress checks for two-year-old children, does not provide their parents with a short written summary of their progress in the prime areas of learning. This means parents are not kept fully informed of their children's learning and development.

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who attend

The childminder offers children many opportunities to develop their social and communication skills to support their next stage in life, particularly for those children learning English as an additional language. She sits with them and models language, encouraging the children to repeat words to increase their speaking skills. She asks open questions when looking at books so that children can contribute what they know, pointing out objects they have the words for. This means all children are making suitable progress in their language development based on their starting points. She provides resources to encourage children to play together; she praises them when they manage to play well together taking turns, for instance pushing the cars down the ramp of the garage.

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who attend

Children are offered a craft activity however the activity does not fully encourage the children's imagination or build on their physical development. They have a pre-cut shape and the childminder puts the glue on so all the children have to do it stick sequins on. When they undertake drawing, they are only given one piece of paper and young children only have one crayon to use. This limits them being able to use their imaginations and represent their own ideas using a variety of colours. Children play with the stacking pots but the childminder does not give them the opportunity to try and stack them for themselves. She shows them how to do it and she does not use the correct mathematical language when they build a tower. This does not promote children's mathematical development. This demonstrates the childminder's poor quality of teaching techniques and her lack of understanding of how to promote children's learning through their play.

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who attend

The childminder exchanges information with parents primarily about children's care needs. Parents are not given information about their child's development to help them continue their child's learning at home.

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

The children are happy and feel comfortable in the childminder's home. They interact warmly with the childminder and each other, which offers the children a sense of belonging and emotional well-being. The childminder knows the children's care needs and she ensures the daily routine includes time for these. Children behave well for most of the time. However, the routine of the day sometimes results in the resources being put away. Therefore, children have nothing to play with while they wait, for example, for their food to be ready. Children are told to 'sit nicely' for long periods of time but they become restless and bored, and start annoying each other because they have nothing to do. They clearly know the house rules as they stay in the room when the door needs to answered or the childminder goes into the kitchen. Children are frequently praised for their efforts which build on their self-esteem. The childminder

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

encourages them to use manners by role modelling them herself and helping children to say 'please' and 'thank you'. She uses appropriate behaviour management techniques according to individual children's needs. For example, making sure children have eye contact with her before speaking to them to help them learn to listen to instructions.

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

Parents usually provide food for the children which the childminder prepares for them. However, young children are not encouraged to help, for instance, to cut up their fruit. Consequently, many learning opportunities are lost. For example, children are not taught physical skills, such as cutting, or talk about how many pieces of fruit they have or what shapes and sizes they are. Children sit together at lunchtime making it a social occasion. Children with allergies are well protected, as all parents are made aware that certain foods are not allowed into her home. This helps to protect children with allergies. The childminder has undertaken training so she can carry out appropriate first aid if a child were to come into contact with a food that may cause an allergic reaction. Most days children go for walks or visit the local park, which ensures children have regular access to fresh air and helps them to develop an understanding of a healthy lifestyle.

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

The childminder has many resources some of which are stored to help children choose their own play. Most resources, however, are not accessible to the children so the childminder rotates them to meet the needs of the children attending on a particular day. For example, on the day of inspection, there were resources which children could play with together to encourage turn taking. This is an area the childminder is focusing on to develop children's social skills. However, she does not always use the resources effectively to promote children's other areas of learning.

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provision

The childminder has an understanding of how to keep children safe. She has ensured her home is safe with the use of stair gates, for example, and risk assesses any outings she may take with the children. She is aware of the procedures to follow if she had a concern about a child and is aware of the indicators that would cause concern.

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provision

The inspection found that the childminder has a limited understanding of the seven areas of learning and how these link into children's overall development. The lack of observations, assessments and evaluations of children's development results in children not having suitable interesting and challenging activities planned for them to enhance their learning. In addition, there is no monitoring of their progress and therefore it is not possible to assess children's development. This includes the completion of the required progress checks for two-year-old children. These breaches in requirements undermine children's progress in their learning and development.

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provision

The childminder has undertaken a self-evaluation. However, it does not identify her strengths and key weaknesses in practice to enable her to drive improvement. Furthermore, the childminder has not undertaken any courses that would help improve her knowledge and skills. This demonstrates the childminder has a poor capacity to improve without external assistance.

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provision

The childminder talks to the parents each day about their child's experiences and they are provided with detailed daily diaries with an overview of their child's day. However, she does not provide them with any accurate information about their child's progress in order that they can encourage this at home. In addition, parents are not made aware of the learning and development requirements that the childminder must have regard to.

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The Childcare Register

The requirements for the compulsory 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 EY381383 Local authority Hampshire Inspection number 976000 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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