Childminder in Sunderland

Inspection date

Previous inspection date 01/07/2014 13/01/2010

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early years provision

This inspection: 2 Previous inspection: 1 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 are motivated to learn because they enjoy a wide range of rich and varied activities, matched to their individual interests and needs. This is because the childminder knows children extremely well and has a clear understanding of how she can support them further.  The childminder communicates with parents very effectively. She has established highly effective strategies to engage parents in their children's learning in the setting and at home.  Children settle very quickly into the setting and are extremely happy in the childminder's care because she has well-thought-out settling in procedures, which enable her to form very caring relationships.  Children are kept safe in the setting because the childminder has a good understanding of procedures to follow in order to safeguard children.

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It is not yet outstanding because

 Opportunities for younger children to explore their own fascinations outside are not always maximised because there are occasions when not all areas of the garden are utilised.  There is room to enhance the good organisation of books, so that children are able to see and access their favourite books independently, in order to develop their good reading skills further.

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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 held discussions with the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the provider's self-evaluation form and improvement plan.  The inspector took into account feedback from parents.

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Information about the setting

The childminder was registered in 1997. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two grown up children in the residential area of Fulwell in Sunderland. The home is close to local amenities, such as, shops, primary schools and playgroups. The whole of the ground floor is used for childminding purposes and there is an enclosed garden available for outdoor play. The childminder collects children from the local schools and pre-schools. There are currently seven children on roll, of whom three are in the early years age range and attend for variable hours. The childminder is open from 7.30am to 6pm, Monday to Friday, for 47 weeks of the year.

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

 extend opportunities for younger children to explore their own fascinations in the outdoor area by consistently using different areas of the garden, such as the paved area, to enhance their good learning further

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

 review the organisation of the books, so that children are able to access their favourite books independently in order to enhance their good reading skills further.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. Children enjoy using hand puppets to talk about how they feel, they extend this further by making their own faces using felt shapes and talking about the different feelings. The childminder has a good understanding of how to support children's play. She observes children and gives children the space and time to explore things for themselves. She also acts on emerging interests promptly. For example, when children begin to explore the spray bottles inside, she takes children outside to develop this further. Children are engrossed as they use spray bottles to water the plants, they develop this further as they wash the ride-on cars. They are extremely independent in the setting as they go back inside and get a handkerchief to wipe the seat. However, opportunities for young children to develop their exploration skills in the outdoor area are not always

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who attend

maximised. For example, on some occasions, the paved areas are not always utilised for younger children when the grass is wet. The childminder does, however plan a range of activities in the outdoor area, such as playing with bubbles, painting with water or planting vegetables. The childminder knows where children are in their learning because she uses information from parents and her own observations to establish their starting points. Her observations and assessments are accurate, which enables her to identify where children are in their learning and where they need further support. She uses her assessments to plan stimulating activities for children. She talks to school staff about what they are working on and incorporates these targets into her planning too. For example, she plans activities on letter sounds to support children's learning in school. Consequently, all children in the setting make good progress in relation to their starting points. The childminder has

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who attend

established highly effective strategies for communicating with parents. Detailed verbal feedback at the end of the session, as well as electronic messaging, means that parents know what their children have enjoyed that day. Parents also receive regular updates on their children's learning and development, which means that they can extend their children's learning at home. Parents are also encouraged to share information about what children have enjoyed at home, which the childminder then complements and extends. As a result, the childminder has a full picture of children's interests, both at home and in the setting and plans effectively using these to support their future learning.

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who attend

The childminder has a good understanding of how to develop communication and she ensures her provision is tailored to meet the needs of all children in her care. Older children are very articulate as they look at photographs and recall and relive past events. Good support by the childminder encourages the conversation further. Babies' early communication is also extended well. The childminder maintains eye contact, gets down to their level and talks to them throughout an activity. As a result, children babble throughout their play as they clearly enjoy the communication with the childminder. The childminder demonstrates a good understanding of how to support children's early reading skills. Resources are clearly labelled and there are labels throughout the environment. This helps young children to learn about environmental print. The childminder also has an extremely wide variety of books, covering many different stages of development and

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who attend

interests. Young children develop a love of books and they enjoy looking at books, turning the pages and talking about the illustrations. However, all the books are presently stored in a bookcase, which is very full. This means that children cannot always access their favourite books easily. There is scope, therefore, to review the organisation of books to enhance children's good reading skills further. The childminder plans in a wide range of activities to support physical development. Visits to soft play centres, as well as climbing and using wheeled vehicles outside, help support the development of large muscle skills. The childminder also supports the development of small muscle skills as she plans in activities, such as sticking or drawing, to develop this further. These skills prepare children for the next stage in their learning.

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

The childminder has a very good relationship with children. She has a natural enthusiasm for her work and is very calm and cheerful. Children relate very well to her and clearly love being with the childminder. Parents speak very highly of the emotional support that the childminder gives them and comment that the childminder is their 'counsellor and saviour'. They say that their children feel like part of the childminder's family. This demonstrates that children are emotionally secure. Children settle quickly into the setting. This is because the childminder has well thought out settling in procedures. Children have a number of visits, which the childminder gradually extends as children become more confident in the setting. She finds out about their individual routines, care needs, likes, and dislikes. This helps children to settle quickly into the setting. The childminder also helps children to settle into school and nursery as they talk about the new setting

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

together. They visit the school with the childminder so they can get to know staff and children. This helps to make the move to school or nursery as smooth as possible.

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

Children play in an extremely well resourced, child friendly environment with clean, age- appropriate and well-maintained toys and equipment that effectively support their overall well-being and care. The environment promotes children's independence, as resources are stored in clearly labelled boxes, which are easily accessible to children. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. They go to the beach regularly, visit the park and go to local soft play centres. The childminder provides a range of healthy meals, with plenty of fresh fruit and vegetables. Children demonstrate a growing understanding of foods that are healthy as they talk about why some foods, such as milk and vegetables, are good for them. The childminder consistently reinforces good hygiene procedures, such as hand-washing. As a result, children know they need to wash their hands. This demonstrates that they are

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

beginning to learn how they can keep themselves healthy.

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

Children begin to develop an awareness of how they can keep themselves safe inside and outside. They also demonstrate a good understanding of how they can help to keep the environment safe for others as they ensure that the door into the playroom is closed so that babies cannot get through. Children also learn how to leave the property in case of an emergency. The childminder encourages children to be independent in the setting. Children feed themselves and attempt to manage clothing and their own personal hygiene. These skills prepare children effectively for the next stage in their learning. Children's behaviour is very good as they are fully engaged in their activities. They learn to play alongside each other and begin to learn how to share resources together. The childminder works extremely well with parents and school staff to ensure that children benefit from consistent rules and boundaries. This means that there is a consistent approach to

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare and learning and development requirements of the Early Years Foundation Stage. The childminder has a good understanding of safeguarding procedures. She has clear policies that have been updated, which she shares with parents. She talks confidently about what she would do if she had a concern about a child in her care and has an up-to-date list of people to contact if she needs advice. Her documentation is all very well organised, easily accessible and underpins her practice well. The childminder is aware of her responsibilities when administering medication and treating minor accidents and holds a valid first-aid certificate. Risk assessments are carried out inside and outdoors in order to minimise hazards for children.

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provision

The childminder monitors her provision effectively. Assessments are accurate and the childminder reviews them regularly to ensure there is a broad programme of activities. This enables the childminder to highlight any possible gaps in children's learning and plan appropriate interventions to support each child. The childminder has a detailed self- evaluation form, which accurately identifies what she does well and what she wants to improve. She uses feedback from parents and children to evaluate and improve her provision. For example, she now drops children off at home at the end of the session, to support parents. The childminder recognises the importance of professional development and carefully selects training, based on the priorities in her self-evaluation form. The childminder has developed good links with the local authority and works closely with other childminders through local networks meetings, where she is a key member, to disseminate

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provision

good practice. This helps her to develop her provision further, demonstrating that the childminder has a good capacity to improve further.

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provision

Partnerships with parents are very good and parents comment that the childminder goes above and beyond to support their children. They feel that their children have made very good progress. The childminder uses a variety of methods to communicate with parents and regularly sends home photographs of activities that children have enjoyed doing. Parents enjoy looking at the photographs and feel that these, along with the detailed feedback, keep them well informed about their children's progress. This demonstrates that the childminder and parents work effectively together to meet the needs of the individual children effectively. The childminder is fully committed to working in partnership with local schools. She works closely with staff to ensure that she supports all children in her care. For example, she talks to one teacher about how she can support a child's early reading. She also talks with another teacher about the rules and boundaries within her home, so

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provision

that children receive consistent messages and support from the childminder and school. This means that children's learning and development is extended extremely well between the settings.

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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 305473 Local authority Sunderland Inspection number 855103 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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