Childminder in Northumberland

Inspection date

Previous inspection date 31/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 has a good knowledge and understanding of how to observe and assess children's progress and a strong awareness of how young children learn. This means that children make good progress through her effective teaching.  The childminder is consistent in her routines and the way she manages children's behaviour, offering lots of praise and encouragement. As a result, children behave well.  The childminder has a good knowledge of safeguarding procedures. She is clear about procedures to follow should she have concerns about a child and strives to minimise risk. Consequently, children are kept safe.  The childminder works closely in partnership with parents and carers regarding all aspects of their children's care and education and this is of benefit to the children she minds.

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It is not yet outstanding because

 Children's reading experiences are not fully enhanced as the childminder does not always give them sufficient time to become more actively involved as stories are read to them.  The childminder has not yet secured opportunities for continuous professional development to build on her already good current knowledge skills and practice.

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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 undertook a tour of the premises.

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Inspection activities

 The inspector observed children's play and adult and child interactions indoors and outdoors.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector and childminder undertook a joint observation of an activity.

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Inspection activities

 The inspector looked at children's learning journey records and a range of other documentation, including evidence of the suitability of adults living on the premises.  The inspector took account the written views of parents.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged two years in Newbiggin-by-the-Sea in Northumberland. The whole of the ground floor is used for childminding and the bathroom on the first floor. There is an enclosed rear yard available for outside play. The childminder collects children from local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 encourage children to become more involved in stories by allowing them sufficient time to respond to the pictures as the story is read to them

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

 build on current knowledge, skills and practice by securing opportunities for continuous professional development.

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who attend

The childminder has a good understanding of how children learn. She knows where children are in their learning because she uses information from parents and her own observations to establish their starting points. This helps her to develop a clear understanding of the needs and interests of children when they start. The childminder carries out regular and precise assessments, which are matched to age related expectations. As a result, she has a good understanding of children's achievements and how she can support them further. The childminder effectively uses this information to plan a challenging learning experience for all children. As a result, children are making good progress in their learning and development.

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who attend

Children enjoy interesting, motivating and challenging activities across the seven areas of learning. The childminder provides opportunities for children to explore a range of textures, such as cornflour and water gloop. She encourages them to scoop the sticky mixture into cake cases to make 'gloop' cakes. Children are clearly motivated as they play with the mint-scented dough. They enjoy using various modelling tools and demonstrate good small muscle skills as they carefully pull, roll and stretch the dough. The childminder supports children's curiosity as she responds well to their interests. For example, she shows children how the wheel turns as she pours the dry sand onto the sand toy. Children show their fascination as they watch intently as the wheel spins. The childminder encourages them to have a go and consequently they successfully copy the action. As a result, children gain an awareness of what they can do and are motivated to learn.

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who attend

Children have access to a wide range of creative and small world resources that support their imaginative and creative skills. The childminder supports children's understanding of number and counting through everyday activities. Children's communication skills are fostered well through a wide range of activities, including looking at books and singing rhymes. The childminder effectively models language and uses sounds to link pictures to words. For example, children repeat 'ssss' as they find the picture of the snake in the book. However, occasionally the childminder does not afford children sufficient time to respond to what they see and hear to become fully involved in stories as they are read to them.

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who attend

The childminder is committed to fostering a positive parent partnership. She works closely with parents, offering daily feedback about what their children have been doing and how they can support them further. She shares information with them about their children's learning. Parents are also encouraged to share information about what children have enjoyed at home, which the childminder then complements and extends. As a result, the childminder has a full picture of children's interests, both at home and in the setting. She plans effectively using this information to support their future learning as they move on to other settings, including full time school.

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

The childminder provides a safe, calm, caring and stimulating environment. As a result, children feel safe, secure and are happy to leave their parents on arrival. The childminder works closely with parents to ensure she knows the children very well. Settling-in sessions are tailored to the individual needs of each child, to ensure they are fully settled and secure. Children are well behaved and gain an understanding of acceptable behaviour through regular routines and clear boundaries set by the childminder. She has a warm and calm manner and treats children with kindness and respect as she acts as a positive role model for them. As a result, children's behaviour is good. Children learn to play alongside each other and begin to learn how to share resources together. They also attend local toddler groups so young children develop their social skills as they play and interact with children of a similar age.

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

Children are acquiring the skills, attitudes and dispositions they need to be ready for school or the next stage of learning because the childminder provides a wide range of relevant resources and stimulating activities. These are freely available and encourage children to make independent choices about their play and lead their own learning. Children have daily opportunities to be active and have free access to the childminder's outdoor area. They are able to climb and slide and enjoy manoeuvring a range of wheeled toys and balls. They also regularly visit local play areas and parks, where they can explore the local environment. The childminder keeps children safe on outings as she conducts a through risk assessment of each outing and teaches children about road safety. Children practise regular fire drills with the childminder to ensure they can evacuate her home quickly in the event of an emergency. This helps children to learn about how to keep

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

Children's dietary health is promoted by the childminder who provides healthy meals and snacks for them. They enjoy fresh fruit and vegetables, prepared with their individual needs in mind. The childminder makes mealtimes a social event by chatting to children as they eat their lunch and snack. The childminder follows good hygiene procedures as she encourages children to wash their hands and before and after they eat. Children are developing good independence and self-care skills as the childminder encourages them to have a go and try things for themselves. For example, the childminder supports younger children as they learn to feed themselves. These independence skills give children confidence as they move on to the next stage in their learning.

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provision

Children are safeguarded as the childminder has a good understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed training on recognising the signs and symptoms of child abuse and neglect and knows what to do if she is worried about a child. A wide range of policies and procedures are in place and these are shared with parents. This keeps them fully informed of the service the childminder provides. All relevant documentation is in place and regularly and accurately maintained. For example, attendance records are accurate and any accidents or administration of medication is recorded. Parents are informed quickly, which helps to protect children's welfare. The childminder checks the identification of all visitors, which means there is no unauthorised entry to the premises. As a result, children benefit from a secure environment and the

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provision

childminder's vigilant supervision keeps them safe.

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provision

The childminder meets the learning and development requirements of the Early Years Foundation Stage well. She monitors the educational programmes and tracks children's progress to ensure teaching practice is effective and children are learning and developing well. The childminder has a clear understanding of the progress children make over time and talks with confidence about their individual strengths and weaknesses and what she is doing to help children make progress. This means that she can highlight any possible gaps in children's learning and plan appropriate interventions to support each child. The childminder is good at reflecting on her practice and identifying areas for improvement. She has high expectations of herself and seeks advice from the local authority as necessary. The childminder is committed to providing a high quality service to the children and families she serves. However, she has not yet accessed training and secured

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provision

opportunities for continuous professional development to develop her already good skills and knowledge further. The childminder has a very professional attitude towards her job and wants to continually improve for the benefit of the children she cares for. The childminder works closely in partnership with parents and carers. She supplies good information for parents regarding the care and education she provides. The childminder seeks parents' views on her practice by asking them to complete a questionnaire and talking to them on a daily basis. Parents' written comments state that they are very happy with the 'excellent variety of activities' offered by the childminder and are 'extremely happy' to recommend her childminding service. The childminder has established good links with the local school and understands the importance of partnership working to support children in their transition to school when the time comes.

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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 EY472007 Local authority Northumberland Inspection number 956539 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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Name of provider

Date of previous inspection not applicable

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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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