Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 28/07/2014 11/01/2010

p.1

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

p.1

This provision is good

 The childminder extends and develops children's language and communication in their play and in regular routines, such as song and story times. This means that children are making good progress in their communication skills.  The childminder works in partnership with parents to meet children's individual needs. Children are happy and confident with the childminder because she provides a caring and nurturing environment that effectively promotes their emotional well-being.  Children are safeguarded because the childminder has a good understanding of child protection and she takes all necessary steps to ensure they are well protected.  The childminder is pro-active in developing her service and works closely with her co- childminder and assistant to ensure plans for improvement are well targeted to promote outcomes for children further.

p.1

It is not yet outstanding because

 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.  The childminder does not always utilise opportunities for young children to develop their understanding of number names and enhance their counting skills during their self-chosen activities.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the premises and observed children playing.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector spoke with the childminder, her co-childminder, assistant and children at appropriate times throughout the inspection.

p.2

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.

p.2

Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is her co- childminder, two adult children and one child aged three years, in New Marske, in Redcar, Cleveland. Her two older children are also her assistants. The whole of the ground floor, 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. 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 12 children on roll and of these, five are in the early years age range. She 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.

p.3

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

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

p.3

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

 enhance opportunities for young children to continue to build on their good progress by fully utilising opportunities for children to count during self-chosen activities, for example, encouraging them to count how many cars they have.

p.3

who attend

The childminder understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. Children make good progress, which prepares them well for starting school. The childminder uses information sought from parents about children's interests, in order to plan activities which enhance and extend their learning. For example, parents state that children enjoy visiting the local building site and watching the diggers. She then works closely with her co-childminder to provide 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 container resources available in the sand and water play.

p.3

who attend

Planning is well-thought-out and meets children's individual needs effectively. Individual learning journals are in place for all children and these include photographs, creative work, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development. The childminder works with parents to support children's learning from the start. Ongoing conversations and the sharing of children's learning journals, ensures that parents remain involved and up to date about their child's progress. The childminder is fully aware of her responsibility to complete the progress check for children between the ages of two and three years. These are completed for all relevant children and parents are fully involved in the process. This helps the childminder to identify any concerns about children's learning and development and plans are made to close any gaps.

p.3

who attend

Communication and language are supported effectively as the childminder engages in constant discussions with children during their play activities. Children are confident and comfortable to communicate with the childminder, her co-childminder, assistant and their peers. For example, children sit happily together during mealtimes and listen to each other as they talk about their morning at the local playgroup. They enjoy listening to their favourite stories and older children confidently talk about their favourite characters and predict how the story will end. Younger children enjoy joining in with rhymes and action songs, which helps to develop their early literacy skills very well. Children confidently access the available resources and use the bamboo pipes as ramps for their favourite cars. The childminder encourages children to talk about which car has gone the furthest and the different names and colours of the cars. However, opportunities for young children to

p.4

who attend

develop their understanding of number names and enhance their counting skills are not always utilised, which does not fully enhance their early mathematical skills.

p.4

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

The childminder, her co-childminder and assistant provide a warm and welcoming environment where children feel emotionally secure. An effective key-person system is in place and all children form strong bonds with the childminder and are happy and content in her care. She responds well to children's emotional needs and recognises when they need reassurance and comfort. Information is gathered from parents about their child's needs before they start. For example, the childminder requests information about what their child is interested in and their sleeping and eating routines. Settling-in arrangements are tailored to meet the requirements of each individual child and their family. Since her last inspection, the childminder has attended behaviour management training. She is a good role model, who provides clear and consistent guidance for children's behaviour. She teaches children about acceptable behaviour and supports them in learning how to share,

p.4

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

take turns and respect each other's feelings. As a result, children's behaviour is very good. The childminder gives children lots of effective praise and encouragement. This builds their self-esteem and prepares them well for their future move on to nursery or school. Children learn how to keep themselves safe through the guidance that the childminder gives to them. She teaches all children to be aware of the environment around them. They learn about road safety when walking out in the community.

p.4

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

Children clearly demonstrate their understanding of self-care, as they say they have to wash their hands when the childminder tells them it is nearly lunchtime. In addition, children also show an emerging understanding of managing their own personal needs, as they clearly communicate their need for the toilet. Healthy drinks, snacks and meals, which include water, fruit and vegetables, promote children's learning about healthy food options. The childminder has attended a mandatory paediatric first-aid course. All medication given to children is recorded, dated and signed by parents to keep them informed of their children's well-being. All accidents are also recorded. This means that the childminder can effectively deal with any accidents or minor injuries and parents are reassured that their children are consistently well cared for.

p.4

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

Children enjoy being outdoors as they have daily access to the well-resourced yard and regularly visit the local beach, parks and soft play areas. This encourages children to be active in the fresh air while developing their physical skills. Resources are relevant to children's ages and stages of development and they are able to freely access them, developing their independence. Children demonstrate confidence as they explore the resources and the childminder is always on hand to support their play. Therefore, they are emotionally prepared for the eventual move to nursery or school.

p.5

provision

The childminder, her co-childminder and assistant have completed relevant training in safeguarding and demonstrate a thorough understanding of how to keep children safe in their care. Policies and procedures underpin their good practice and they are clear about the action they must take if they have concerns about a child's well-being. All safeguarding information is shared with parents. The premises are secure, appropriate checks for adults are completed and her assistant understands their role and responsibilities. This helps to ensure children's safety. The childminder conducts risk assessments of her home that identify any potential hazards and she takes appropriate action to minimise these. Ratios are always observed so that children are well supervised at all times. All children's documentation is in place, including the administration of medication, accidents and incidents forms and children's records. These are securely

p.5

provision

stored and include required parental consents, such as permission for children to be left alone with the assistant for short periods of time. Consequently, children's needs are identified and well met.

p.5

provision

The childminder has made significant improvement since the last inspection. She has acknowledged weaknesses identified and works closely with her co-childminder and assistant to promote outcomes for children. She has regular meetings with the co- childminder and her assistant and keeps them up to date with changes and routines and meeting the needs of children. This promotes consistency of care and teaching for children. She has also attended behaviour management training and has implemented systems to observe and assess children's learning and development. Observations are then used to plan for the next steps in children's individual learning, helping them to make good progress in relation to their starting points. This is further enhanced as links with parents and other providers are strong and they all work closely to support children's learning across all settings. Self-evaluation takes into account the views of her co-

p.5

provision

childminder, assistant, parents and children. She is keen to attend relevant training to develop her knowledge and skills. These actions demonstrate her capacity and commitment to continuous development and improvement, to benefit children in her care.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY346902 Local authority Redcar & Cleveland Inspection number 878296 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10