Childminder in South Tyneside

Inspection date

Previous inspection date 14/07/2014 12/02/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 demonstrates a good understanding of how young children learn and provides a range of play opportunities that promote children's learning and development well.  Children are settled and have formed strong attachments with the childminder. They are happy, highly motivated and are making good progress in their learning and development as a result.  The childminder has a good knowledge of safeguarding procedures. She is clear about procedures to follow should she have concerns about a child and strives to minimise risk. Consequently, children are kept safe.  The childminder demonstrates the motivation and to develop her service and is committed to her own self development. She regularly evaluates her provision which supports continuous improvement.  The childminder has built very good relationships with parents. They exchange information about the children each day they attend, maximising their welfare and

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It is not yet outstanding because

 There is scope to enrich opportunities for children to engage in open-ended activities with natural objects and materials to enhance their exploration and investigative skills.

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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 undertook a tour of the premises.

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Inspection activities

 The inspector observed children's play and adult and child interactions indoors and outdoors.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector and childminder undertook a joint observation of an activity.

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Inspection activities

 The inspector looked at children's learning records, the self-evaluation form, and a range of other documentation.  The inspector checked evidence of suitability of adults living on the premises.  The inspector took account the written views of parents.

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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 two and children aged eight and 14 years in South Shields. The whole of the ground floor, the bathroom and the back bedroom on the first floor are used for childminding. The family has a dog. She collects children from the local schools. There are currently four children on roll, of who two are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 enrich opportunities for children to access natural and open-ended resources to enhance exploration and investigative skills.

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who attend

The childminder has a good knowledge of how children develop and learn. She gathers information from parents when children start, about their interests and care routines. This enables her to plan appropriate activities which meet children's individual needs and interests. She observes children as they play, which enables her to assess their current levels of development and to plan for their next steps. Consequently, children make good progress in all areas of their development. Parents are involved in their child's learning by contributing to their children's learning records, which they have access to at all times. The childminder verbally keeps parents informed of their children's development and progress on a daily basis. The childminder is yet to complete a progress check for children between the ages of two and three years for any of the children in her care as none are currently at this stage. She is aware of the need to complete the check in close

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who attend

conjunction with parents and the health visitor. Parents are regularly kept up-to-date with their child's progress by receiving regular summary reports on their child's stage of development and the next steps in their learning. As a result, parents are fully involved in supporting their children's learning at home.

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who attend

The childminder effectively promotes children's communication and language skills as she continually talks to them about what they are doing as they play. She models language well and introduces new words. For example, she explains that vintage means old as children enjoy listening to a favourite story about a trip to the museum while snuggled up to her on the sofa. The childminder engages children's interest well as she reads with expression and involves them in the story. For example, she effectively pauses for children to read back well-known phrases to her. As a result, children develop good speaking and listening skills. The childminder has a good awareness of the characteristics of effective learning. She effectively gives children sufficient time to think and work out problems for themselves. For example, children become highly engaged as they work out how to build a cardboard structure. The childminder allows children to have a go of building the

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who attend

structure themselves and gives them lots of praise and encouragement. As a result, children persevere with tasks, become aware of what they can do and show pride in their achievements.

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who attend

Children have good opportunities to be imaginative and dress up as their favourite characters. They have access to a range of creative resources and mark making tools, such as crayons and chalks. However, there is scope to enrich opportunities for children to access natural and open-ended resources to enhance exploration and investigative skills. Children have good opportunities to experiment with technology and battery operated toys. As a result, they gain an understanding about how things work. The childminder successfully supports children's understanding of number, shape and size and interweaves this into everyday play opportunities. For example, children count and learn to recognise number as they play a game of bingo with the childminder. Children listen carefully and follow instructions as the childminder explains the rules of the game. As a result, children gain the skills they need for school and 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 shows she values and respects the children she cares for as she takes time to and find out about them and their families. She meets with parents before their children start attending to find out about their development and care routines. This means children's individual health, care and development needs are effectively supported from the start. The childminder is warm, welcoming and very approachable. As a result, children settle well and quickly make strong bonds with the childminder. The childminder supports children to have an awareness of the wider word and how other people live. For example, children are highly interested and ask questions as they watch a short programme on where and how other children live around the world. She effectively makes links to children's own family and home lives. This supports children to gain a sense of belonging and respect for themselves and others. Children learn how to behave well

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

because the childminder is a good role model. She is clear, calm and consistent in her approach and continuously praises children's positive behaviour. Consequently, children build confidence and positive self-esteem.

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

The childminder's home is clean and welcoming. The childminder provides a good range of resources that cover all seven areas of learning. Resources are stored appropriately and easily accessible, which means children can make independent choices in their play. The childminder supports children to look after their things and children help to tidy away the resources after they have finished playing with them. This means they gain an understanding of taking care of things. Children are well prepared emotionally for their next stage of learning because the childminder uses every opportunity to promote their independence and confidence. For example, they choose their own resources and go to the bathroom independently.

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

The childminder promotes positive practices with regard to children's health. She encourages children to follow good hygiene procedures by encouraging them to wash their hands before eating and after going to the bathroom. She supports children's understanding of dental hygiene, as she talks to them about teeth cleaning and visits to the dentist. The childminder provides a healthy nutritious menu, consequently, children learn to make healthy choices. Children access the fresh air and engage in physical activities daily, all of which contributes to a healthy lifestyle. Children have regular access to the garden, which offers good opportunities for learning about natural world. For example, children grow sunflowers from seeds and water them to help them grow. As a result, they learn how to care for living things. The childminder extends opportunities for children to learn outdoors by taking children on outings in the community. They have

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

good opportunities to climb on apparatus, run in a large space and kick a ball at the local park. The childminder ensures children are kept safe while on outings by carrying out risk assessments and teaching children about road safety.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements and children's safety is well promoted. She uses effective risk assessments for her home and for outings. This means that she minimises hazards and maintains a safe environment for children. This is supported by effective levels of supervision at all times and appropriate use of safety equipment, such as car seats. The childminder has completed safeguarding training and is aware of the signs and symptoms which would alert her to any child protection issues. There is a clear safeguarding policy in place and the childminder she is confident about the action she would take if she had a concern about a child in her care. This means that she knows how to help protect children from potential harm. The childminder vigilantly checks the identification of visitors. She is aware of her responsibilities when administering medication and holds a valid first-aid certificate. She

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provision

fully understands her role and responsibility in protecting children. For example, all members of her family, who have contact with minded children, have had suitability checks carried out. A range of policies and procedures are easily accessible and underpins her practice well. This means that children are effectively safeguarded.

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provision

The childminder is motivated and dedicated to providing good quality care and education for all the children. She effectively observes and tracks children's development, showing their clear progress in all areas. The childminder is very proactive in developing her knowledge and is committed to developing her already good practice further. The childminder continuously thinks about her provision and what is needed to improve and develop. She has worked hard to successfully meet the actions and recommendations from her previous inspection. The childminder has developed her own self-evaluation form which highlights clear areas for improvements. For example, she is planning to extend the outdoor area and further develop her already good knowledge of the Early Years Foundation Stage. The childminder effectively seeks the views of others by regularly talking to parents and observing children as they play. As a result, parents and children

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provision

feel listened to and the childminder shows a strong capacity to improve her already good practice.

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provision

The childminder regularly links up with other childminders and attends activities at the local playgroup. She shares ideas for good practice and has made effective links with other providers. This ensures continuity of learning for children who attend more than one setting. Partnership with parents is good. The childminder shows she values partnership working with parents as she regularly informs them of their child's progress and well- being. Parent's written comments state that they are very happy with the care provided by the 'loving, kind, and enthusiastic' childminder.

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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 EY362809 Local authority South Tyneside Inspection number 965305 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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