Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 28/07/2014 09/09/2011

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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

 The childminder works closely with his co-childminder to promote children's learning through an effective balance of adult-led and child-initiated activities. As a result, children are making good progress.  Children's good relationships with the childminder, his co-childminder, assistants and family support them in feeling safe and emotionally secure in his care. The childminder works closely with parents to provide continuity and a home-from-home environment that reflects parents' wishes and children's individual routines.  The childminder, since his last inspection, has significantly improved and sustained his understanding of the learning, development and care requirements of the Early Years Foundation Stage. As a result, children are safe and progress well.  The childminder, since his last inspection, has significantly improved and sustained his understanding of the learning, development and care requirements of the Early Years

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This provision is good

Foundation Stage. As a result, children are safe and progress well.

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It is not yet outstanding because

 The childminder does not always make full use of a varied range of teaching strategies, such as asking open-ended questions, in order to enhance children's critical thinking and problem solving even further.  Children do not always have opportunities to use everyday language to talk about size, weight or capacity, due to the lack of relevant resources available in the sand and water.

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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 observed activities in the downstairs playroom, the kitchen, sensory room and the outdoor area.

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Inspection activities

 The inspector spoke with the childminder, his co-childminder, assistant and children at appropriate times throughout the day.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's records and a sample of documents, including policies and procedures, planning documentation, the childminder's self-evaluation form and children's assessment files.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and the suitability of those living in the household.

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Inspection activities

 The inspector took account of the views of parents in written feedback to the childminder.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is his co-childminder, two adult children aged 19, 18 and a child aged 3 years, in a house in New Marske, Redcar in Cleveland. The adult children are also registered as assistants. The whole of the ground floor, the first floor bathroom, and the rear yard are used for childminding. The childminder attends a toddler group and activities at the local children's centre. He visits the shops, nature reserve, beach and parks on a regular basis. He collects children from the local schools and pre-schools. There are currently four children on roll, of which one is in the early years age range. He operates all year round from 7.30am to 6pm, except bank holidays and family holidays. The family has a dog, rats and a rabbit as pets.

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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:

 enhance the range of resources available in the sand and water play to encourage children to use every day language to talk about size, weight and capacity, such as different sized and shaped containers and measuring jugs.

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who attend

Since his last inspection, the childminder has worked closely with his co-childminder and sought regular support from a local authority advisor to improve his understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children are making good progress because systems to observe and assess children's learning are effective. Therefore, children make good progress in their learning and readiness for school, given their starting points and capabilities. The childminder encourages parents to share information of progress children make at home. Every child has an individual learning journal and observations are assessed and used to effectively identify next steps. These are then used to plan a challenging learning experience, so that all children make good progress. The childminder has completed the progress check for all children aged between two and three years, and he shares the assessment with parents.

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who attend

This effectively supports children to move on to the next stage in their learning, including starting school.

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who attend

Children thoroughly enjoy planting and growing a range of plants and seeds. They are keen to put on their gardening gloves and confidently use tools to fill plant pots with compost. They carefully make holes in the compost to plant the seeds, and confidently talk about the seeds needing water and the sun to grow. They count how many seeds they plant and how many plant pots they have used. This helps to develop children's early understanding of number names and their counting skills. The childminder provides lots of praise and encouragement for children's efforts and contributions. However, he does not always use a varied range of teaching strategies, such as 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. The childminder uses information from parents about children's interest at home. For example, parents state that children

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who attend

enjoy visiting the local building site and watching the diggers. He has, therefore, provided a range of large diggers and tractors for the sand play to support children's interest. However, opportunities to support and extend their use of language about size, weight and capacity are not fully utilised, due to the lack of resources available in the sand and water play.

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who attend

Children are able to access the yard freely and safely, where they enjoy using a range of bikes, scooters and cars to help develop their physical skills. Older children confidently talk about a recent visit to the beach. They use past and present tense accurately, and are keen to show visitors the different shells and stones they had found. The childminder gives children time to think and values their contributions. Children enjoy exploring a range of technological toys and resources. They are keen to discover what happens when they press and flick the different buttons and switches, such as making lights flash and change colour in the designated sensory room. They also enjoy relaxing on the large mats as they listening to the water bubble, watch the lights change colour and make a variety of different patterns on the ceiling. This provides children with a tranquil space to relax after a busy morning, and also helps to support children to manage their own feelings and

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

Children are supported well with their move into the childminder's home with an appropriate settling-in process, which is tailored to meet their individual needs. The childminder ensures that there are daily opportunities for parents to verbally exchange information about updated care routines. As a result, children quickly feel at ease with the childminder and strong relationships are formed. The childminder, co-childminder and assistant provide a welcoming, friendly and happy environment where children feel safe and secure. This helps to promote their emotional well-being. They also benefit from warm and secure attachments. There is a wide range of resources. These are organised in boxes and baskets, so that children can access them with ease. As a result, children are able to make choices and decisions about their play and learning independently. Children behave well, they are polite and they have respectful relationships with the childminder,

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

his co-childminder, assistant and their peers. This is because the childminder provides consistent boundaries and routines, so that children know what he expects of them. The childminder effectively promotes children's good health as he provides a range of healthy meals and snacks, and opportunities for children to be physically active. Children understand that they need to wash their hands at appropriate times throughout the day, so that they are well and healthy. They predict familiar routines, such as independently washing their hands after playing in the yard and before meals. Children have good opportunities to play outdoors and engage in physical activities. They enjoy playing in the yard, going on walks and visiting the local park and beaches. They are also involved in a community group which helps to maintain a local public garden. Children help weed the garden and plant new flowers, as well as decorating rocks they have found at the beach to

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

enhance the garden. These opportunities enable children to be active and enjoy the health benefits of playing in the fresh air. This promotes children's physical development, encourages them to lead a healthy lifestyle and develops their awareness of the local community. Children's safety is given high priority as the childminder is vigilant at all times, and this ensures children are supervised well and kept safe. He talks to the children about safety, including wearing high visibility jackets when on outings. Children also take part in regular fire evacuation practices, and they adhere to good road safety procedures when on outings and walks. 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 his last inspection, such as using observations to plan a challenging learning experience for all children. This helps to promote positive learning outcomes for children. Written permission from parents is also sought for each and every medicine before any medication is given. He works closely with his co-childminder, the parents and other providers to support children's progress consistently. A wide range of information is shared, so he can support children's learning at home and in other settings. This helps to ensure continuity in children's learning. Links have been made with the local school to prepare children for the move to school. The childminder fully understands the safeguarding requirements to ensure that children are kept healthy and safe. He and his assistants have attended relevant training and know who to contact should they have any

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provision

concerns about a child's welfare. He 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 hazards are identified quickly, enabling children to play and explore in safety.

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provision

The childminder works closely with his co-childminder and the local authority advisor, and has attended a number of training events since his last inspection. This has led to an increased knowledge and understanding of how to assess the progress children are making in his care. Furthermore, following the last inspection, the childminder is also making better use of self-evaluation to help identify his strengths and weaknesses. He meets regularly with his co-childminder and the assistant to monitor practice and ensure consistency in planning for children's early learning. Plans for future improvements are clear, all of which helps to support continuous improvement. The childminder has completed a paediatric first-aid training course. This enables him to respond appropriately in the event of any accident. The childminder ensures that his home is kept clean and that hazards are minimised. Documentation is well kept, such as the daily register of

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provision

attendance and the children's registration details. As a result, children's welfare and safety is promoted well. The childminder also understands the importance of working with other professionals or external agencies if children need additional support or help. This enables him to support all children in their learning as any specific requirements are promptly addressed.

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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 EY422916 Local authority Redcar & Cleveland Inspection number 875744 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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