Childminder in Gateshead

Inspection date

Previous inspection date 16/07/2014 31/08/2011

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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

 Teaching is good because the childminder has a secure awareness of how children and babies learn. She supports all children to make good progress through the interesting and challenging experiences she provides.  Relationships between the childminder and the children are warm, trusting and very secure. The childminder recognises the uniqueness of each child in her care and supports their emotional well-being.  The childminder provides a safe and secure setting. Robust risk assessments are carried out to minimise any potential hazards for children. Children are safeguarded as the childminder understands her responsibilities regarding child protection and knows what to do if she had concerns about a child in her care.  The childminder ensures that effective information sharing takes place with parents from the beginning of the placement to ensure that she can meet the changing needs of each child.

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It is not yet outstanding because

 There is scope to build upon young children's fascination with their image and growing awareness of self.

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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 compulsory part 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 made observations of the children while they were engaged in activities in dining room.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Inspection activities

 The inspector spoke to the childminder at different times, taking into account the needs of the children.

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Inspection activities

 The inspector took account of parent's views, through written documentation they had provided for the inspection and the information from the settings self- evaluation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and 10-year-old twins in Gateshead. The family have a cat and dog as pets. The whole of the ground floor and the bathroom on the first floor are used for childminding. Children has use of a rear garden for outdoor play. The childminder is currently caring for four children, three of whom are in the early years age group. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children who speak English as an additional language. She takes children to the local parent and toddler group.

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

 enhance further babies' interest in their own reflection, for example, by providing low-level mirrors and reflective toys, to help them explore what they look like and who they are.

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who attend

All children are progressing well. This is because the childminder knows the children in her care and works alongside their parents to provide them with an array of experiences that help to meet their individual needs and excite and interest them. She explains how she ensures that the needs of children with English as an additional language are met. This is achieved by obtaining as much information as possible about each child's individual needs from parents, collating key words and doing her own research so she is knowledgeable and well prepared to work with parents to meet these needs. The childminder spends time getting to know the children well when they start and through discussion with parents and regular observations, she is able to understand what children know and what they can do. She uses the information from parents to further enrich her own planning to enable her to provide a range of age-appropriate activities for each child, taking into account their

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who attend

interests and abilities. Parents are invited to discuss children's assessments every six months. This combined with the completion of the progress check for children between the ages of two and three years, means that the childminder and parents can consistently support children's learning in the setting and at home.

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who attend

The childminder promotes children's early communication very well. She uses lots of eye contact, verbal and facial expression as they play together which encourages younger children to vocalise and interact. The childminder's strategies to promote communication and language are successfully achieved. For example, she uses a 'sing song voice' which babies respond really well too. She talks constantly telling them what is happening and what she notices about them. Babies faces light up as they listen to her voice, taking in all that is being said. Every early attempt to communicate is acknowledged by the childminder who responds immediately to their babbles and gestures. Social activities take place, such as stories, action songs and rhymes. These all encourage language. Outings to various places, such as the park, walks and trips on buses and trains all give new experiences which encourage language and understanding and a concept of self. The

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who attend

childminder provides a range of natural resources. This enables babies to use their hands and mouths to explore the textures of the toys as they start to make sense of the world around them. The many skills children need in future life are being developed well. Through meaningful everyday experiences and general play children are making good progress in all areas of learning. For example, during outings they learn to count and recognise letters, numbers and colours. They notice nature, the changing seasons and are learning to socialise and communicate with other adults and children. As a consequence, children and babies are obtaining the skills, attitudes and dispositions they need to be ready for the next stage of learning.

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who attend

The childminder maintains photograph albums that show children enjoy a wide range of motivating learning experiences. She describes how children are fascinated with mini- beasts and how recently they experienced the thrill of releasing butterflies outside, after they have carefully nurtured them through their life cycle. Creative play is popular and children adore painting, playing with sand, and creating models from recyclable boxes. The childminder explains how she helps to develop children's love of books by visiting the local library and reading stories with them. This clearly starts from an early age as she sits with a baby looking at a picture book and encouraging the baby to touch and handle the book. The book has a small mirror inside and the baby becomes fascinated at what she sees, patting the mirror with her hand. The childminder asks questions, such as 'What can you see?' and answers, 'I can see you', all of which helps young children to develop a

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who attend

sense of self. However, opportunities for children to build on this fascination are not fully exploited. The childminder describes how some of the older children are able to recognise familiar letters and how they are keen to make marks. Children's physical development is promoted well. For example, the childminder provides babies with plenty of space to move and explore their bodies and a good range of resources is provided that encourage them to kick, reach and grasp.

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

Children are introduced to the setting gradually. During this time, the childminder gathers valuable information from parents about their children's individual needs. This means that their routines are followed and their welfare needs are met well and results in a smooth transition for children from their home. The care with which the children are nurtured ensures that warm supportive relationships are established with the childminder. This fosters their emotional well-being. Babies feel safe and secure in the environment. They show continual interest in exploring their surroundings and have a thorough sense of belonging. Their daily routines are well established and the childminder has concentrated on this to enable them to settle well. She clearly knows each child well and is very attentive towards their needs. Reassuring hugs and cuddles are offered, so that young children feel very emotional secure. The childminder tunes into children's communication

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

both verbally and non-verbally. For example, she effectively supports younger children by following their non-verbal signs that indicate they are hungry, tired or need a nappy change. The childminder describes how she helps the children learn how to behave well, to share and to play together well by being consistent in her approach to behaviour management and by using positive praise and encouragement.

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

The childminder plans regular visits to the local toddler groups and the children's centre where the children socialise with other children. As a result, children learn good social skills and manners, in readiness for the next stage in their learning or move to new a setting. Children's welfare is promoted well. Everyday discussion and planned activities help children to understand the importance of effective hand washing routines and the need to eat healthily. Children enjoy nutritious and balanced food throughout the day provided by parents and the childminder. Young children sleep for as long as they need and visual checks ensure they are safe. Children enjoy lots of physical exercise and fresh air. They regularly play outside in the childminder's back garden and visit parks and enjoy activities, such as 'rhyme time' at the local children centre. These experiences help to develop children's physical skills, for example, climbing, balance and coordination and

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

maintain their all-round health. Children are taught road safety as they go out for walks and the childminder, through gentle reminders, makes them aware of rules necessary to protect their own safety within her home. They take part in regular fire drills and this means that they know what to expect in the event of a real emergency situation.

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provision

The childminder demonstrates a clear understanding of her responsibilities to meet the legal requirements of the Early Years Foundation Stage. She has a thorough understanding of child protection and knows the procedures to follow should she have concerns about a child's welfare. These are shared with parents when their child first attends, in order to make clear the standards to which she works. She is very conscientious about keeping children safe from harm and ensures that they are protected and closely supervised at all times. A clearly written safeguarding policy supports her practice and a combination of thoughtful consideration, daily checks and written risk assessments ensure that potential risks to children are effectively identified and minimised. The childminder is clear about notifying Ofsted of any changes or significant events and all adults in the household have been suitably vetted.

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provision

The childminder uses her thorough knowledge of the learning and development requirements to routinely evaluate the educational programme and her assessment of children's learning. She uses this information to adjust planning in order to reflect any changes in their interests or needs. This ensures she has an accurate understanding of all children's strengths and areas that may need further support. The childminder shares this information with parents so that they can work together to help children achieve well. Strong relationships with parents are in place. The childminder's ensures she spends time at the beginning and end of the day to exchange relevant information to parents. This friendly approach promotes an open and easy method of communicating between carers. This is further enhanced as the childminder uses daily diaries that logs useful information on the child's welfare and routines at the setting. The childminder fully understands the

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provision

importance of involving parents in their children's learning so that activities can be followed through at home to provide consistency for children's learning. In addition, the childminder shares children's learning journeys with parents and invites them to make their own contributions. Written feedback from parents confirms that they are highly satisfied with the service offered by the childminder. They comment that their children are 'happy and well cared for' 'stimulated and warmly nurtured', and that the support they are given 'is worth its weight in gold'. Where children are attending dual settings the childminder explains how she takes time to talk to the staff to ensure that they are working in partnership. This ensures consistency in the children's care and learning.

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provision

The childminder has started to evaluate her practice and is constantly assessing what she provides and how it could be improved. Consequently, she is able to identify her strengths and some areas for development. For example, she outlines about how she intends to access further training and how she values this both for her own professional development and the impact this can have with regards to improving the service offered. She has recently attended a 'High Scope' training course and from this she has reviewed how she can enable children to make more choices in what they do. It has also heightened her awareness to the benefits of providing natural resources for very young children. As a result, she has created a 'treasure basket' filled with natural objects which she has found really effective in offering stimulus to the five senses. The childminder is enthusiastic and shows a strong desire and sound commitment towards continually improving her service.

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provision

Recommendations raised at her last inspection have been suitably addressed and result in improved outcomes for children.

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The Childcare Register

The requirements for the compulsory 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 EY418288 Local authority Gateshead Inspection number 879954 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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