Childminder in Northumberland

Inspection date

Previous inspection date 17/07/2014 23/03/2010

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early years provision

This inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are motivated learners and are making good progress from their starting points. This is because the childminder plans interesting and stimulating learning opportunities which children enjoy.  The childminder is very responsive to the children's needs, they have very strong, warm attachments which ensures babies and very young children feel loved and emotionally secure.  The childminder and parents work in partnership; they share information and work together to meet the care and learning needs of the children.  The childminder understands how to protect children. She has attended child protection training and suitability checks have been carried out for the adults living in her home. She manages risks well and implements a range of policies and procedures effectively. As a result, children play and learn happily in a safe environment.

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It is not yet outstanding because

 Opportunities for children to explore, investigate and think creatively are not fully maximised as most of the toys and equipment children use are commercially produced and the flexibility to use them in a variety of ways is limited.  Occasionally, children are not given the time and space to complete their explorations and investigations of an item before the childminder provides additional resources. This can impede children's developing concentration 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 conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documentation particularly planning information, assessment records, policies and procedures.

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Inspection activities

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

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Inspection activities

 The inspector looked at all areas of the home used for childminding and observed children while they were engaged in activities both inside and outside.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection. The views of parents were also taken into account from written documentation they had provided.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged 10 months in a bungalow in Christon Bank. The living room, kitchen, playroom, bathroom and one bedroom in her home are used for childminding as well as the rear garden. The family has a pet dog and a cat. The childminder regularly attends local toddler groups and visits the shops, park and beach on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She 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 existing opportunities for children to think more creatively, by increasing the range of natural materials and open-ended resources available for them to use in a variety of ways

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

 maximise opportunities for children to develop their concentration skills even further by allowing them time to complete their explorations and investigations of an object or toy before providing additional resources.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She understands how to support children's development, and as a result, her teaching is consistently good and on occasion, outstanding. 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 for children's care and learning 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. However, the resources in use indoors are mostly commercially produced toys with a specific range

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who attend

of uses, for instance, a fire station or farm. This limits children's opportunities to think creatively and use resources flexibly and in a variety of ways. The children are fully engaged in their play in the garden, exploring the properties of wet and dry sand as they add water to the sand tray. They are given the opportunity to explore both types of sand. Through effective questioning the childminder teaches the children to compare and contrast the properties of both the wet and dry sand. As a result, the children learn that the wet sand will not run freely through the sieve unlike the dry sand. Mark making is encouraged as the children develop their small muscle skills while using the chalks outside on the pavement. They learn that there is a connection between the movements their bodies make and the marks that appear on the ground. The childminder uses a very effective range of strategies to support children's developing communication and language

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who attend

skills. She takes into consideration the needs of each child and differentiates activities in order to ensure she meets their learning needs. For example, babies and young toddlers are supported to cooperate with each other as they sing a version of Old MacDonald had a farm. They take turns choosing an animal out of the box. They then weave their chosen animal into the song. The childminder teaches them to develop their vocalisations and vocabulary as they confidently repeat the animal name or the sound their chosen animal makes. Toddlers happily name the farm animals they choose. For example, they say 'duck', 'dog' and 'sheep'. Babies try repeating after the childminder, the sounds the various animals make saying 'Woof!', 'Moo!' and 'Quack!'. Children are given regular opportunities to sing a range of songs and repeat familiar nursery rhymes as they play. They regularly share stories and look at books with the childminder, snuggling together on the sofa at

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who attend

various times throughout the day. She repeats new words and short phrases, which babies enthusiastically copy, developing their vocabulary and extending their confidence as communicators. The childminder takes the opportunity to count with the children when they are looking for their shoes, which ensures babies and toddlers are learning about numbers. The children are developing the characteristics of effective learning. They cooperate with each other and are developing friendships with a wider circle of children as they regularly attend local toddler groups. These experiences help children to develop the skills and aptitudes they need to flourish when they move onto pre-school or school.

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who attend

All children are making good progress in relation to their starting points because teaching is 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. However, she occasionally interrupts children's explorations and investigations of a toy by providing additional resources. This impedes their investigations and they become distracted and stop concentrating as a result. None the less, children are making very good progress from their starting points. Assessment systems are accurate and children who are at risk of falling below expected levels of development are quickly

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who attend

identified and a range of interventions deployed. The childminder uses her observations to plan for children's learning. She consistently links learning opportunities directly to the children's next steps and ensures activities are appropriate for them. For instance, the childminder's observations have identified that one of her children is particularly interested in farm animals as the child lives on a farm. She uses this information to ensure she has appropriate farm-related, small-world toys available to support the child's interests and developing language skills. Consequently, the child plays actively with these toys, developing their vocabulary and imagination as they play out familiar scenarios with the toy farm saying 'Daddy, tractor'. All children have daily opportunities for physical exercise and fresh air in all weathers as they play in the garden and visit the park or beach. They have wellington boots and waterproof clothing to ensure they remain warm and dry as

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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 information is shared about children's care, interests and achievements. Seeing their parents and childminder chatting happily helps the children to feel secure. The childminder completes daily diaries for the children and parents contribute to these. Consequently, the parents and childminder are working closely together to support children's learning. The childminder has established good links with the local pre-school. She meets with staff and finds out what the children are learning about. The childminder then uses this information to plan learning opportunities and outings. Thus reinforcing and complementing children's learning from pre-school. She regularly takes children to the local pre-school to drop off and pick up an older child. These opportunities to become

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who attend

familiar with a new setting help the childminder to effectively support younger children with their transition to pre-school and eventually school.

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

Children are very happy, well settled and have formed extremely strong emotional attachments to the childminder and their peers. The settling-in period is flexible for all new children which helps strong attachments and a trusting relationship form. Feeling secure and cared for supports children's all-round development and emotional well-being. The childminder provides a very warm and welcoming environment. Not only promoting the children's attachments and self-confidence, but also ensuring parents feel extremely well assured that their children are being well cared for. For example, a parent states 'she provides a home-from-home atmosphere which enabled both of my children to settle very quickly, she is fun and enthusiastic with boundless energy'. Consequently, these secure relationships ensure that all children are well prepared emotionally for transition into the next stage in their learning at nursery.

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

Children are given lots of support and reassurance, and 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 extremely well. For example, she has helped the children to plant a variety of fruit and vegetables in the garden, such as, plums, peas, beans, strawberries and a cucumber plant. The children are taught what plants need to thrive as they are helped to water and look after them. The childminder helps the children to prepare a variety of nutritious snacks using the food they have grown and picked from the garden. The children have access to drinking water throughout the day which they access independently. They each have their own cup which gives them a sense of belonging. She also talks with the children about the importance of brushing their teeth and eating healthy foods. She reminds them to wash their hands at regular intervals

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

during the day particularly before handling food. This helps children to develop their understanding of the importance of good hygiene practices in relation to keeping themselves healthy. 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 them to play and explore. Regular trips to the nearby park and beach ensure children have opportunities to develop their coordination skills even further. For instance, with her support, they climb and balance on large equipment. The childminder is very warm, gentle and caring. She has developed extremely strong attachments with all of her minded children and there is no difference between them and the way she cares for her own child. 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

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

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. For example, they attempt to put their own shoes on and find their own nappy changing bag. They lift their arms and legs to help with dressing and intimate care. As a result, children are supported to develop the necessary motivation and self-confidence to help themselves and become independent.

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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 positively reinforces good behaviour and kindness with lots of praise and very calmly distracts young toddlers when they become upset or frustrated. Consequently, babies and very young children are learning to cooperate with each other, to share and are developing their understanding of the childminder's boundaries and expectations. Children are developing a sense of responsibility as they look after the resources they use by carefully and enthusiastically tidying them away before lunchtime. 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. The childminder talks to children about road safety while they are out walking. She also undertakes regular

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

emergency evacuation practices to ensure everyone can leave the house quickly in an emergency. The childminder gently encourages children to take measured risks. For example, they climb in and out of the sand pit in her garden and run, jump, climb and balance during outings to the park and beach. Therefore, children are being extremely well supported with learning their physical limits and playing safely.

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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 childminder's practice. Suitable checks have been carried out on all adults living in the home. She supervises children well by ensuring that they are always within her sight. Visitors are required to sign in and out of the childminder's home. These measures serve to further safeguard children. Children

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provision

are making good progress while in her care. She has a good 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 has effective plans in place to carry out the progress check for children between the ages of age two and three years. Although none of her minded children are in this age range yet she intends to fully involve parents in this process. The quality of teaching is consistently good and sometimes outstanding.

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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. In particular, she plans to increase children's learning opportunities outdoors by raising chickens. She is in the process of building a chicken coup in her garden and children are involved in the development of these plans. The childminder reads widely about early years practice and carries out her own research into new developments. She meets regularly with other childminders and takes this opportunity to regularly discuss issues and share ideas. The childminder has implemented improvements and addressed the recommendation from her last inspection. These strategies are having a positive impact upon children's learning and safety. This indicates the childminder's good capacity to improve and sustain improvement over time.

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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. The childminder also completes a daily diary about children's care and learning needs. This means that parents know what their children have been doing and how they can support them further at home. They speak highly of the service including comments, such as the childminder 'keeps me informed of how my child is throughout the day and she loves being with the children, they learn so much and love coming to her house'. She works closely with other childminders and the local authority and meets regularly with staff from the local pre-school. Here information is shared between the practitioners about the children's learning and they develop plans together which support children to make further

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provision

progress. 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.

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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 EY397855 Local authority Northumberland Inspection number 859910 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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