Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 18/07/2014 24/05/2013

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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

 Teaching is good because the childminder knows how to promote children's learning through an effective balance of adult-led and child-initiated activities. As a result, children are making good progress.  Partnerships with parents are good as the childminder keeps them fully involved in their child's experiences and learning. She gains valuable information from parents about children's learning at home to help meet their individual needs.  The childminder has robust safeguarding policies and procedures to ensure that children are kept healthy and safe in the setting and on visits in the local community.  The childminder, since her last inspection, has significantly improved and sustained her understanding of the learning, development and care requirements of the Early Years Foundation Stage. As a result, children are safe and progress well.

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It is not yet outstanding because

 There is room to extend the use of more varied teaching strategies, such as asking open-ended questions, in order to enhance children's critical thinking and problem- solving skills even further.  Children sometimes struggle to effectively complete their chosen task, because the range of tools available is not always appropriate.

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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 and observed children playing.

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Inspection activities

 The inspector looked at children's learning journey records, a selection of policies, children's records and verification of qualifications and suitability checks.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and involved the childminder in a joint observation of an activity.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation document and through written parental comments provided for the inspection.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 14, 11 and eight years in a house in Marske-by-the-Sea. The whole of the ground floor, first floor bathroom and the rear garden is used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, nature reserve, beach and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently four 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, on weekdays, except bank holidays and family holidays.

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

 strengthen good teaching strategies even further, for example, by extending the use of open-ended questions, in order to consistently challenge and extend children's thinking so that they problem solve and express ideas at the highest levels

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

 provide better access to small tools, such as different kinds of scissors, so that children can complete chosen tasks more effectively.

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who attend

Following the last inspection, the childminder has read relevant documentation and sought regular support from a local authority adviser as a way to significantly improve her understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, the overall quality of teaching is good because the childminder has a much better understanding of how young children learn and develop. Therefore, children make good progress in their learning and readiness for school, given their starting points and capabilities. The childminder completes regular observations and assessments of children and encourages parents to share information of progress children make at home. Every child has an individual learning plan that effectively identifies their next steps, so that all children make good progress. Their progress is closely monitored using an online learning journal, which parents can see and contribute to at home. The

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who attend

childminder has a good knowledge of the progress check completed for children between the ages of two and three years, its purpose and the need to share this with parents. She can identify any concerns about children's learning and development and plans are made to close any gaps. This effectively supports children for the next stage in their learning, including starting school.

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who attend

Children have great fun exploring a range of large boxes and cardboard, which they acquired from a recent visit to the local fruit and vegetable shop. The childminder encourages them to plan what they are going to make with the boxes and children decide to make a space rocket for their 'aliens'. However, in her enthusiasm for the activity the childminder occasionally asks closed questions, which only require one word answers, rather than open-ended questions that stimulate children to think about the different responses they could give. Children spend long periods of time and use a wide range of craft materials to create their aliens. They use glue and glue spreaders with great effect to dress their alien with feathers, jewels and wobbly eyes. The childminder encourages children to count how many arms, legs, fingers and toes they have. They then decide how many their alien should have. This helps to develop their awareness of number names and

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who attend

encourages them to count during daily activities. They are able to access a wide range of mark-making resources to draw the seven arms and legs of the alien. Although, there is a range of shaped scissors, such as zig-zag and curved, these have limitations and do not fully support children's physical ability to effectively complete their chosen task of cutting their alien out of the card independently.

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who attend

Children are able to access the very well-resourced garden freely and safely. The childminder provides a range of pipes, tubes, buckets and jugs. This enables children to fully explore the properties of water as they pour, catch and splash. Children have great fun using the slide as a ramp for their favourite cars. The childminder further supports their learning as they make smaller ramps from cardboard. They talk about the distance in how far the cars have travelled. This encourages children to problem solve, measure in length and discuss why they think the cars have travelled different distances, developing their early mathematical skills. Children enjoy sharing stories with the childminder and confidently repeat key phrases and anticipate key events in the story. She encourages them to describe their favourite characters and praises them for their efforts. This helps to develop their communication and language skills very well.

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

Children are happy and secure in the setting because the childminder is fully committed to supporting their emotional well-being. They benefit from warm and secure attachments. The environment is welcoming and there is a broad range of resources to motivate children. These are organised in boxes and baskets so that they can access them with ease. As a result, children are able to make choices and decisions about their play and learning independently. Children know the 'house rules' and the childminder reminds children, for example, explaining to them why they must not run inside. Children are encouraged to take turns and share resources. This promotes children's social development and promotes friendly behaviour when playing together. Children show a good sense of belonging and display high levels of confidence and self-esteem. The childminder gathers good information from parents about children's individual needs, likes,

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

routines and any parental wishes. She skilfully incorporates these into the childminding day so that she promotes continuity and a home-from-home environment. This also helps children to settle quickly. Through everyday routines, healthy meals, snacks and opportunities to engage in physical activities, the childminder effectively promotes children's good health. Children understand that they need to wash their hands at appropriate times throughout the day, so that they are well and healthy. The childminder provides varied and nutritious meals and snacks for children, including plenty of protein, fresh fruit, carbohydrates and vegetables. Children have good opportunities to play outdoors and engage in physical activities. They enjoy playing in the garden, going on walks and visiting the local park. These opportunities enable children to be active and enjoy the health benefits of playing in the fresh air. This

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

promotes children's physical development and encourages children to lead a healthy lifestyle. Children's safety is given high priority, the childminder is vigilant at all times and this ensures children are supervised well and kept safe. She talks to the children about safety, including holding the side when going up and down the step. This helps children begin to develop an awareness of safe practice.

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provision

The childminder has successfully addressed the actions and recommendations raised during her last inspection, therefore, promoting positive learning outcomes for children. She shares her observations of children with parents and other providers and they work together to support children's progress. Through working with the local authority advisers, she has significantly improved her understanding of the learning and development requirements. This means she has a secure understanding of how young children learn and develop. The childminder fully understands the safeguarding requirements to ensure that children are kept healthy and safe. She has a comprehensive range of policies and procedures that are shared with parents. There are risk assessments in place and these are regularly reviewed to ensure that safety measures remain effective so children can play and explore in safety.

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provision

The childminder has attended a number of training events since her last inspection; these have led to an increased knowledge and understanding of how to assess the progress children are making in her care. In addition, through working closely with a local authority adviser, she explores ways she can sustain and continue to improve her practice. For example, other improvements include the introduction of a new form to gather information about children's starting points, and the introduction of an online monitoring tool to track children's progress. She also makes use of the internet for ideas so she can enhance children's learning, such as providing more interesting and stimulating activities. Furthermore, following the last inspection, the childminder is also making better use of self-evaluation to help identify her strengths and weaknesses. She has also involved parents and children in the self-evaluation process and uses their comments to enhance

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provision

outcomes for children. For example, parents requested that the childminder sends them photographs daily so they can keep up to date with their child's day with her. The childminder has responded to parents' requests and now sends photographs daily. This enhances the links with parents and keeps them fully informed of their child's day.

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provision

The childminder understands the importance of establishing links with other settings children attend when this is applicable. She recognises the importance of sharing information about children's learning to ensure that children receive continuity and consistency in their learning and development. Partnership working is also extended, when appropriate, to working closely with schools that children attend, or will be attending, to help consolidate what they already know or to prepare them for their next stage in learning. The childminder is aware that there may be occasions when she needs to work in partnership with specialised professionals in order to support children with special educational needs and/or disabilities. As a result of her good knowledge and practice, she ensures that all children make consistently good progress in their learning and development and that all their needs are met to a high standard.

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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 EY358550 Local authority Redcar & Cleveland Inspection number 981423 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

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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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