Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 15/07/2014 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a caring and friendly nature, as a result, children settle easily into her care and are happy and content.  The childminder has a sound knowledge of child protection and how to deal with any concerns. This means that children are suitably safeguarded in her home.  The childminder builds positive relationships with parents and keeps them informed and involved in their children's care.

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It is not yet good because

 The childminder does not consistently maintain good hygiene procedures so that children's good health is assured and they gain a secure awareness of how to keep themselves healthy.  There are too few opportunities for children to explore and investigate natural materials in order to gain a good enough understanding of the world.  Developments to the outdoor area are still in their infancy which means this area currently offers fewer learning opportunities to those offered indoors.

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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 had 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.

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Inspection activities

 The inspector looked at the childminder's electronic system, containing children's learning and development records and a range of other documentation.  The inspector looked at the self-evaluation form.  The inspector checked evidence of suitability of adults living on the premises.

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Information about the setting

The childminder was registered in 2014 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 14 months in Redcar, Cleveland. The whole of the ground floor and the bathroom and toilet on the first floor are to be used for childminding. There is an enclosed rear garden to be used for outdoor play. The family has two dogs and two cats. She collects children from the local schools. There are currently four children on roll, one 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, all week including weekends, except bank holidays and family holidays.

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must:

 develop the educational programme for supporting children's understanding of the world by, providing sufficient opportunities for children to explore and investigate natural materials, such as, water, sand and other sensory materials.

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

 develop a range of outdoor learning experiences to further support children's learning in the outdoor environment

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

 improve the consistency of hygiene arrangements in relation to hand washing and nappy changing, in order to fully promote the good health of children and further raise their awareness of how to keep themselves healthy.

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who attend

The childminder has a suitable understanding of child development and how young children learn and focuses her teaching on supporting young children in the prime areas of development. She observes children's play and learning and flexibly plans activities in response to children's interests. The childminder reflects on where children are in their development and plans their next steps within the opportunities she provides. Consequently, children make steady progress from their starting points. The childminder works closely with parents from the outset, gathering key information about their children's individual needs, daily routines and parents' preferences. She exchanges information with parents each day, keeping them informed about their child's care, routines and achievements. The childminder completes regular assessments and understands how to complete the progress check for children aged between two and three

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who attend

years at the appropriate time. These assessments help to identify any gaps in children's learning. Parents have free access to their child's progress records and other information, such as policies and procedures, via a secure system. This means they are suitably involved in their children's learning.

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who attend

Children enjoy including the childminder in their play. She gets down to their level and sits on the floor to ensure she is able to maintain eye contact with them. This helps children to feel valued and supports their personal, social and emotional development. Children use a variety of musical and interactive toys. The childminder shows children how to push the button on the ride along vehicle to make a sound. This helps children to gain an understanding of how things work. She encourages children to have a go themselves and praises their efforts when they achieve what they set out to do. As a result, children show pride in their achievements, gaining confidence and positive self-esteem. The childminder supports children's communication and language skills by providing a running commentary about what they are doing and what they see. She repeats sounds as children play and introduces new words. For example, the childminder repeats 'beep, beep' as she

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who attend

encourages children to push themselves along on the ride-along car. As a result, children make links in their learning and gain new vocabulary.

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who attend

Children develop their physical skills as they have access to wheeled toys to manoeuvre, a trampoline to jump on and small equipment indoors. This is supplemented by outings to the local park. This means that children have some opportunities to develop their physical skills, as well as developing an understanding of their local area. However, the outdoor area at the childminder's home is currently under development and inaccessible to children. As a result, children have fewer opportunities to learn across all areas and in different ways when playing outside. Daily routines and play, such as building with different sized and shaped blocks, help children to develop their mathematical skills. She talks about the colours as they stack them high. Children enjoy playing with a wide selection of small world and construction toys that supports them to be imaginative. However, the childminder does not provide sufficient opportunities for children to explore

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who attend

and investigate natural materials, such as, water, sand and other sensory materials. This means children do not gain a good enough understanding of the world around them.

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

The childminder talks to parents about children's normal daily routines, dietary needs and their personal care needs. This ensures that she has the early information she requires about children's individual needs and personalities to ease their transition from home to her care. Children feel comfortable with the childminder. This is because she promotes their self-esteem and confidence. She encourages children to achieve and uses positive words and cuddles. The children come to her for reassurance when they feel unsure or sad, and the childminder promotes their happiness when talking about things she knows they enjoy. For example, when reading a story, the childminder ensures that children are comfortable and encourages them to be near her so they can enjoy the book together. She uses props, such as puppets, to support children's well-being. For example, she softly tickles the children with the puppets ears to make them giggle and encourages them to

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

give kisses. Consequently, children gain an awareness of their own and other's feelings.

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

Children make some independent choices because a general variety of resources are accessibly stored in boxes on the floor of the lounge. Children are learning to form relationships with their peers because the childminder plays alongside and supports them to share the toys and tidy them away. Consequently, children build respect for each other and learn how to look after their things. Children are appropriately learning about ways in which they can keep themselves safe. For example, the childminder stays nearby when children jump on the trampoline and shows children how to get into the bubble car safely. As a result, the children are kept safe and their behaviour is good. The childminder further promotes children's personal, social and emotional development by taking children to groups, where they have opportunities to mix and play socially with other children. This contributes to building children's confidence and supporting children's readiness for school

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

Children develop a suitable understanding of healthy eating, as they enjoy nourishing options, including fresh fruits and vegetables. The childminder encourages children to try a variety of flavours and textures, such as crunchy carrot sticks and soft raisins. Drinks are readily accessible to all children throughout the session. However, the childminder does not always promote good hygiene procedures as she does not encourage children to wash their hands before eating and does not always follow hygienic procedures when changing nappies. This means children are not gaining a good enough understanding of how to keep themselves healthy.

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provision

The childminder has up-to-date safeguarding training and holds a current paediatric first- aid certificate. She has a satisfactory understanding of the procedures to follow should she have a concern about their welfare of a child in her care in order to safeguard children. She recognises when children might be at risk of harm and knows how to liaise with appropriate agencies should she have a child protection concern. Written risk assessments are completed for the home, outdoors and any outings children take part in. These successfully identify dangers and the appropriate steps to take to eliminate risk and keep children safe and secure. All records of the children, including accident records, are suitably maintained. To support children's welfare and safety, the childminder maintains the security of the premises and monitors visitors to the setting during operational hours.

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provision

The childminder has an adequate understanding of the learning and development requirements of the Early Years Foundation Stage. She uses observations and assessments to track children's learning and has implemented a system of recording children's progress towards the early learning goals. The childminder has undertaken self- evaluation to identify strengths and some areas for improvement, although, not all areas of learning are fully promoted and hygiene arrangements are not consistent enough to securely support children's good health. The childminder is aware of the importance of developing her skills and regularly meets up with other childminders to share ideas for practice. This helps her to suitably develop her knowledge and skills further.

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provision

The childminder has sound relationships with parents. They discuss and share information about their children and work sufficiently together to meet children's needs. The childminder encourages parents to share children's likes and interests, which are discussed informally, and she continues to explore ways to encourage parents to comment on their child's learning and experiences at home. Consequently, parents are encouraged by the childminder to make a sound contribution to supporting children's learning and well-being. The childminder understands about working in partnership with other providers, such as the local school that the children attend, and shares information to support continuity for children.

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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 EY462259 Local authority Redcar & Cleveland Inspection number 954399 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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Name of provider

Date of previous inspection not applicable

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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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