Childminder in Durham

Inspection date

Previous inspection date 30/06/2014 04/02/2010

p.1

early years provision

This inspection: 3 Previous inspection: 2 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 3

p.1

This provision requires improvement

 The childminder successfully uses a range of effective strategies to support babies and very young toddlers to develop their communication and language skills. Consequently, they are learning to speak as they repeat new words and simple phrases.  The childminder works in partnership with parents and they communicate daily. This ensures children's care and learning needs are quickly identified.  The childminder has attended child protection training. Background checks have been carried out for adults living in her home. She manages risks well and implements a range of policies and procedures to promote children's safety and well-being. As a result, children play and learn contentedly in a safe environment.

p.1

It is not yet good because

 Inconsistencies in the quality of teaching across the various age ranges exist and as a result, learning opportunities are occasionally mundane and lacking in challenge for some children.  Additional strategies are not put into place to encourage children to make marks and develop their early writing skills.  Children are not always encouraged to wash their hands before handling food and this impedes their developing understanding of how to keep themselves healthy.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children while they were engaged in activities in the childminders home and garden. She looked at all areas of the home used for childminding.

p.2

Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documents and a range of other documentation.

p.2

Inspection activities

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

p.2

Inspection activities

 The views of parents were taken into account from parents spoken to during the inspection.

p.2

Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and son aged nine years in a house in Peterlee. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The childminder regularly attends a toddler group and activities at the local children's centre and visits the park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 improve planning in order to consistently link adult-led and child-initiated activities to children's identified next steps to ensure learning opportunities offer sufficient challenge to enable all children to make good progress in their learning.

p.3

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

 plan further opportunities which interest and stimulate children's imagination in order to encourage them to make marks and develop their early writing skills

p.3

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

 improve children's understanding of keeping healthy by consistently encouraging them to wash their hands before handling food.

p.3

who attend

The childminder has an adequate understanding of the learning and development requirements of the Early Years Foundation Stage. She works closely with parents when children first attend, collating information about their child's care needs as well as their interests and developmental achievements. She uses this information to successfully plan appropriately for children's learning and care needs from the start. The childminder ensures she provides a good balance between child-initiated and adult-led activity. She documents regular observations and accurately assesses children's progress at regular intervals. She uses a wide range of resources to plan activities for children that cover the seven areas of learning. These mostly stimulate children's interest and curiosity and they learn as they play. For example, the childminder helps the children to learn to count as they play with a selection of coloured rings. She helps them to recognise the colours and

p.3

who attend

to count the number of rings accurately from one to 10. She uses a good range of questions to encourage the children to realise that the number of rings changes as she adds one more. Children's colour recognition is assessed as she asks them to 'pass the red ring' and successfully introduces mathematical language as children play with the blocks. They build towers, using the words 'high, higher, highest'. They count the number of bricks in the towers and then knock them over, to the delight of the babies. Babies are supported to cooperate, take turns and predict where the ball will go as the childminder rolls a ball between the children and herself. Babies repeat short phrases, such as 'Me now!' Older children develop self-assurance as they are supported to care for others by being gentle around younger toddlers and babies. Pre-writing is encouraged with the availability of a mark making area, which is well resourced. However, there are no

p.4

who attend

additional interventions implemented to stimulate interest and encourage all children to make marks. Creative activities are sometimes lacking in opportunities for children to be creative as they are not open-ended and the materials available are insufficient to stimulate children's imagination. The childminder successfully uses a range of strategies to promote communication and language development. For example, she extends children's thinking when making a fireman's ladder by asking a range of open-ended questions. This encourages them to expand their thinking and make links to prior learning of what they know about ladders. For younger children and babies, the childminder talks to them, describing what they are doing and what is happening. She repeats new words and short phrases, which babies enthusiastically repeat, developing their vocabulary and extending their confidence as communicators. Babies and children are supported well to develop

p.4

who attend

communication as they sing a range of songs and repeat familiar nursery rhymes. They regularly share stories and look at books with the childminder. As a result, teaching is mostly good and generally helps children to develop the knowledge, motivations and skills to enable them to be ready for the next stage of their learning.

p.4

who attend

All children are making good progress in relation to their starting points because teaching is mostly good. The childminder is knowledgeable about child development and uses this knowledge very effectively to plan stimulating and challenging learning experiences for babies and toddlers. Their curiosity is stimulated and they are supported to explore and investigate the interesting range of resources available to them. The childminder plays alongside them offering praise for their achievements and encouragement when difficulties arise. Consequently, they are supported to be active learners who persevere. Babies and toddlers are making good progress from their starting points and assessment systems are sufficiently accurate. Therefore, children at risk of falling below expected levels of development are quickly identified and a range of interventions deployed. However, the childminder does not link learning opportunities directly to pre-school aged

p.4

who attend

children's next steps and improve the planning of activities and learning opportunities for them. For instance, the childminder's observations have identified that some pre-school aged children do not readily make marks or show interest in early writing. Plans have not yet been implemented to provide interesting activities, which stimulate their imagination inspire them to enjoy pre-writing activities. This lack of planning results in some activities and resources being mundane and lacking in challenge. As a result, although children are occupied, they are not actively learning, facing challenges or solving problems. All children have daily opportunities for physical exercise and fresh air as they play in the garden or visit the park. They regularly walk to the park, toddler group and school.

p.4

who attend

The childminder has good relationships with parents and is committed to involving them in their child's learning. She speaks to parents daily at the beginning and end of each session where she shares information about their care and achievements. Examples of children's work is proudly displayed in the childminder's home and parents are welcomed in to see it. They use this time to chat about issues, such as toilet training. Consequently, the parents and childminder working closely together supports children's learning and helps them to feel secure. The childminder has established good links with the local nursery. She has recently accompanied a pre-school child on their first visit to their new school. She regularly takes children to the local school to drop off and pick up an older child. These opportunities to become familiar with a new setting help the childminder to effectively support pre-school children with their transition to school.

p.5

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

Children are clearly happy, well settled and have formed strong emotional attachments to the childminder and their peers. This supports their all-round development and emotional well-being. She provides a warm and welcoming environment. This not only promotes the children's attachments and self-confidence, but also ensures parents feel extremely well assured that their children are being well-cared for. For example, a parent states 'my child has settled really well, she can't wait to come here to play, she loves it'. Consequently, these secure relationships ensure that all children are well prepared emotionally for transition into the next stage in their learning at nursery.

p.5

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

Children are given lots of support and reassurance as a result they settle happily into the childminder's home. Her home is extremely clean and well organised. She promotes the ingredients of a healthy diet and lifestyle to the children mostly well. For example, she prepares a rich variety of nutritious snacks and meals. She talks with the children about the importance of brushing their teeth, eating healthy foods and reminds them to wash their hands after using the toilet. However, encouragement for children to wash their hands before handling food is inconsistent. This impedes children's developing understanding of the importance of good hygiene practices in relation to food preparation and meal times. Children have an abundance of fresh air and exercise each day. The childminder has created an interesting and safe environment in her garden which invites babies and young children to play and explore. Regular trips to the park ensure children

p.5

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

have opportunities to develop their coordination further. For instance, with her support, they climb and balance on large equipment. The childminder is very warm, gentle and caring. She has developed strong attachments with all of her minded children. Babies explore confidently and move away from the childminder but regularly check in with her for comfort and reassurance which she provides wholeheartedly. Children come to her for comfort and support when they are hurt or need some help. She provides reassurance and cuddles and they happily return to their play. Baby's personal care needs are met promptly, which ensures babies remain clean and comfortable. The childminder uses routine opportunities to encourage children to develop their independence as they dress themselves and put on their own coats and shoes. As a result, children are supported to develop the necessary motivation and self-confidence to help themselves.

p.5

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

The childminder is an extremely good role model as she effectively manages the children's behaviour. She implements a range of successful strategies in relation to the age and stage of development of each child. Consequently, children have a clear understanding of the childminder's boundaries and expectations. She reinforces appropriate behaviour as she uses a calm and consistent approach and children behave very well. They are well mannered, kind and considerate to each other. Children are developing a sense of responsibility as they look after the resources they use by carefully and enthusiastically tidying them away before snack time. The childminder constantly praises and encourages the children throughout the session, which develops their self-esteem and builds confidence. Children are supported to have a good awareness of safety as she gently reminds them to be careful as they play. She has a range of safety equipment in the

p.6

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

home, such as stairgates. The childminder talks to children about road safety while they are out walking. She also undertakes regular emergency evacuation practises to ensure everyone can leave the house quickly in an emergency. The childminder gently encourages children to take measured risks. For example, they climb up and down the stairs in her home and run, jump, climb and balance during outings to the park. Therefore, children are being extremely well supported to learn their physical limits and play safely.

p.6

provision

The childminder successfully meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a clear understanding of the signs of abuse and the procedures for reporting concerns and has attended safeguarding training. Risk assessments are thorough and identify potential dangers to children and how they will be eliminated or minimised. This means children are able to play and learn in a safe environment. Record keeping is well organised and a range of robust policies and procedures underpin the safe and efficient management of the provision. These are shared with parents so they are fully informed about the setting. Suitable checks have been carried out on all adults living in the home. The childminder supervises children well by ensuring that they are always within her sight. These measures serve to further safeguard children. Children are making good progress while in her care. She has an

p.6

provision

adequate understanding of the learning and development requirements and implements sound procedures for observing, assessing and planning in order for children to make progress. Her assessments of children's learning are accurate and she completes the progress check for children between the ages of age two and three years for children in her care. She provides parents with a written summary and provides a copy for the Health Visitor. However, there are inconsistencies in the quality of teaching for the different age groups that attend. Children aged three to five years are not fully challenged in their learning. Their identified next steps are not always taken into account when planning for children's learning.

p.6

provision

The childminder is committed to providing a high quality service that meets the care and learning needs of all the children who attend. She is beginning to evaluate her practice and has identified some areas for improvement. She meets regularly with other childminders and takes this opportunity to discuss issues and share good practice. The childminder has implemented improvements and addressed the recommendations from her last inspection. These strategies are having a positive impact upon children's learning and safety and shows a good capacity to improve and sustain improvement over time. However, her monitoring and self-evaluation does not yet focus sufficiently upon the quality of teaching and learning. This has resulted in variations in the quality of teaching for different age groups. Although this has not impeded children's progress significantly, opportunities for children to learn and develop are not fully maximised.

p.6

provision

The childminder recognises the importance of working closely with parents to ensure that children are securely settled and have consistency of care. Parents are welcomed into her home and kept well informed about their child's day through daily conversations. This means that parents know what their children have been doing and how they can support them further. They speak highly of the service including comments, such as the childminder 'is responsive and flexible to our family's needs. She's always on hand to provide advice and support and helps our child to make fantastic progress'. She has created an informative display for parents. Here, they can access advice and guidance as well as signposting information to appropriate services should the need arise. The childminder has recently begun to attend a 'Carers as Contributors' meeting at the local nursery. Here information is shared between the settings about the learning of children,

p.7

provision

currently on roll, who attend the nursery. There are currently no children attending that have special educational needs and/or disabilities. However, the childminder understands the importance of establishing good links with professionals to meet children's needs when the time is right.

p.7

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

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY346481 Local authority Durham Inspection number 857359 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11