Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 20/06/2014 04/12/2008

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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 childminder has a good understanding of how children learn and provides an interesting and enticing environment in which all children make good progress.  Children settle quickly and form strong attachments with the childminder. They are happy and secure in the setting as a result.  Positive partnerships with parents and the local school are established, which ensures that children receive support, consistency and continuity of care.  The childminder has a good understanding of safeguarding and how to promote the health and safety of children in her care. She assesses risk on an ongoing basis to ensure that children are able to use all areas safely.

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It is not yet outstanding because

 There is scope to further extend the availability of natural resources to enhance children's exploratory and investigative play.

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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 carried out a tour of the areas of the home used for childminding.

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Inspection activities

 The inspector observed children while they were engaged in activities in the conservatory.

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Inspection activities

 The inspector looked at a range of records, including children's details, learning information, written policies, qualifications and a selection of other documents.  The inspector spoke to the childminder at appropriate times during the inspection.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Loftus, near Saltburn-on-Sea. The ground floor is used for childminding. There is an enclosed rear outdoor play area. The childminder attends childminding groups, playgroups and activities at the local library. She visits the local shops, cafes, woods, beaches and parks on a regular basis. She collects children from the local schools. There are currently four children on roll, two of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 5.30pm, 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 younger children's investigative and explorative skills further by ensuring that they have time to become engrossed in their play before introducing new resources.

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who attend

The childminder knows her minded children very well. She has a good understanding of child development and uses the Early Years Foundation Stage document to track children's progress against the developmental bands. The setting environment is well organised and children have independent access to a variety of resources and toys which reflect their interests and cover all seven areas of learning. The childminder interacts well with the children and encourages them to be actively involved in their play. As a result, children are engaged, motivated and focused throughout activities and make good progress in their learning and development.

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who attend

Teaching is good and the childminder provides an appropriate balance of child-initiated and adult-directed play. She knows when to intervene to extend children's learning and when to stand back and allow them to become engrossed in their play. However, occasionally the childminder introduces new toys too quickly and before children have had the chance to fully explore the ones they are playing with. The childminder values children's utterances and provides a talk-rich environment through her conversation and use of books, rhymes, stories and music. She encourages children to verbally share their needs and ideas, responding positively by making eye contact, praising their efforts, smiling and nodding appreciatively. The childminder has a very good understanding of how to promote language acquisition by using narration and repetition to link words to actions and objects. For example, she narrates as children play and while having snack

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who attend

repeats the names of the different fruits as children choose them. She uses questions like 'What are you going to have next?' and as they make their selection, 'A strawberry, a red strawberry. Is that nice?' Consequently, children make good progress in communication and language.

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who attend

The childminder looks beyond her provision to access services in the community to support children's development. She attends groups which provide a range of activities and help children to develop social skills through interaction with other children and adults. Furthermore, she works closely with other childminders to offer more opportunities for children to mix socially and enjoy outings together. The childminder provides new and interesting experiences and activities for children to extend their understanding, and closely follows their interests to support their learning. For example, she noticed that children were particularly enthusiastic about painting at the playgroup they attend, so she planned an adult-led activity where children had the opportunity to make prints with their hands and feet. Once the planned activity was completed, the children explored the paint independently and showed delight at mixing it with brushes. The childminder has a good

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who attend

understanding of the importance of helping to prepare children for school and supports them to develop the skills they will need to make the move with confidence.

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who attend

Observations are undertaken on a regular basis, link to the areas of learning and show next steps for progression. Assessments are accurate and demonstrate a good understanding of children's developmental stages. The childminder is careful to make sure that any gaps in learning are identified and that activities and experiences are planned to meet individual needs. The childminder considers how younger children are progressing against the three prime areas. She understands the requirement to carry out the progress check for children between the ages of two and three years. The childminder discusses children's progress with parents on a daily basis and they are encouraged to share children's learning at home. Parents appreciate the regular updates they get and are keen to work with the childminder to support their children, due to her experience and approachability. They find her 'professional' and are very pleased that she provides such a

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who attend

'happy' learning environment for their children.

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

The childminder has close relationships with the children in her care. She is warm and caring, and consistently praises their efforts and encourages them as they play. Consequently, children have high self-esteem, are confident of their own abilities and are willing to try new things. The childminder provides an environment which is inviting and interesting for children. As a result, they enjoy the time they spend in the setting, smiling, laughing and chatting as they play and explore the resources and their surroundings. The childminder knows how to support children to develop independence and emotional resilience. For example, the childminder's understanding of the needs of individual children has helped her to develop strategies, in collaboration with parents, to help children to learn to share. As a result, children are beginning to develop an understanding of cooperative play and the feelings of others. Children have independent access to a variety

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

of developmentally appropriate resources across all seven areas of learning, inside and outside. The childminder also ensures that the resources she provides reflect children's individual interests. She also encourages children to try tasks for themselves before she intervenes, and in this way children become less reliant on her to do things for them. The childminder supports children to be healthy and to make healthy choices. Drinking water is always available and snacks are nutritious and well thought out. Main meals are provided by parents, who are encouraged to provide healthy meals to reflect the healthy eating policy.

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

Children are very well supported with transitions as they start in the setting and move on to schools. The childminder is very flexible and works with parents to best support children's individual needs. For instance, she arranges for children to attend for short periods of time with her when they start so that parents are assured that they are happy and settled before they leave them for a whole session. As a result, parents feel their needs are taken into account and children settle very quickly. The childminder shares information with parents about the setting, routines and outings, and collects detailed information from them about children's care, learning and development needs. Consequently, there is continuity of care between home and the setting. Parents are very happy with the information they receive from the childminder. They stress how important it is to them to know that the provision is good quality and that their children are happy in

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

the setting. One parent says 'I am so happy and relaxed leaving my son with her'.

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

The childminder has a good understanding of how to keep children safe. The setting is well organised and clean because good hygiene routines are embedded and effective. The childminder carries out risk assessments of the premises and for outings, which ensure that children's well-being is consistently protected. Behaviour is good and effectively promoted by the childminder, who has high expectations of children, sets clear boundaries and gently reinforces these on an ongoing basis. The childminder uses the indoor and outdoor spaces effectively to promote children's physical well-being. She encourages children to move around independently and to take some risks in their play, but regularly reminds them how to do this safely. As a result, they begin to know how to keep themselves safe and to develop an understanding of risk assessing for themselves.

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provision

The childminder demonstrates a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She knows how to ensure that children are safe in her care and what procedure to follow if she has concerns about a child. The childminder has a range of policies to promote safety and risk assessments on the premises, and outings are undertaken on an ongoing basis. All adults living on the premises are suitably vetted and children are only released into the care of named individuals. As a result, children are very safe in the setting. The childminder is committed to engaging parents and encourages them to share their views and their children's achievements with her. She effectively uses self-evaluation to identify areas for development. For example, she is recently attended training in delivery of the Early Years Foundation Stage in order to review her practice and provision. The childminder has

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provision

addressed recommendations from the previous inspection. For example, she has developed her system of observing and assessing children so that their next steps in learning are effectively planned for.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Children's educational programmes are well planned. The childminder effectively monitors and reflects on the quality and impact of the activities she plans and organises. Detailed observations, accurate assessment and tracking of progress ensure that gaps in learning are identified and plans put in place to meet children's individual needs. The childminder is keen to develop her knowledge and understanding in order to improve her teaching. For example, she meets with a number of other local childminders on a regular to share good practice, ideas and experiences.

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provision

The childminder has good partnerships with parents and works effectively with them to support children's learning and development. At present there are no children with special educational needs and/or disabilities attending the setting. However, the childminder appreciates the importance of working in partnership with parents and professionals to ensure all children's needs are met. The childminder has well-established links with the local schools and works closely with them at times of transition. As a result, children are able to move between the settings with ease. The childminder works closely with the local authority in order to access information and to share good practice. This further demonstrates her desire to work in partnership with others to best meet the needs of the children in her care.

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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 EY293625 Local authority Redcar & Cleveland Inspection number 877802 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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