Childminder in Sunderland

Inspection date

Previous inspection date 27/08/2014 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 good teaching skills and a secure understanding of the Early Years Foundation Stage. She provides interesting and challenging experiences that meet the needs of children. Consequently, children make good progress in their learning, in relation to their starting points.  The childminder's safeguarding procedures are robust and rigorous and good steps are taken to reduce potential dangers. This means that children are well protected and kept safe.  Children's development and progress is fully supported through very strong partnerships with parents and other professionals.  The childminder is warm and caring. She develops a genuine bond with children, which helps them to settle well, feel confident and develop a strong sense of belonging.

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It is not yet outstanding because

 Information and communication technology resources and programmable toys are not as freely accessible, so that children can explore, understand why things happen and how things work.

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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 children playing with a good range of toys and resources in the home and outside in the garden.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation, including evidence of the childminder's qualifications, Disclosure and Barring Service checks of the childminder and members of the household, a selection of policies and procedures and children's learning records.

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Inspection activities

 The inspector had a tour of the home, including the lounge, dining area, kitchen, conservatory, toilet and rear garden, all used for childminding.

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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 in Mount Pleasant. She works alongside two other childminders, who are her mother and sister. They mind from her mother's home in the Mount Pleasant area of Houghton-le-Spring. There are three adults living in the house; her mother, step father and sister. The whole of the ground floor and the rear garden is used for childminding. The childminder attends various activity and toddler groups. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently 15 children on roll, of whom four 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.

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

 extend opportunities for children to freely explore and use a wider variety of technological resources and equipment, in order to further enhance their understanding of how and why things work.

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who attend

The quality of teaching is good. Children are effectively supported in their learning and development and are making good progress overall. This is because the childminder has a very good understanding of child development and implements effective teaching skills in her practice. The childminder understands the importance of gathering detailed information from parents about their child's stage of development, their interests and abilities when they first begin. She then plans play flexibly to support children individually in their development. Strong observations and assessments are undertaken, providing the childminder with a clear focus on how to support each child in their next steps of learning. These are supported by photographs of children completing a wide range of activities. The childminder has built up strong partnership with parents. She spends time at the beginning and end of the day discussing their child's achievement and care needs. The

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who attend

childminder shares future planning and children's learning records with parents. She has implemented the progress check for children between the ages of two and three years.

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who attend

Children benefit from a broad range of activities, outings and play experiences that promote their learning and development well. This helps children have the skills required for the next stage in their learning. The childminder skilfully questions children as they play, encouraging them to think. For example, as children make pictures about the beach, she skilfully asks them about visits to the beach and then things in the sea. She extends this to reinforce previous learning about which boats and items float and sink and why, using mathematical language, such as 'light' and 'heavy'. This helps them to develop their mathematical skills and boosts their self-esteem, as they are praised by the childminder. However, there are fewer opportunities for children to freely access and use technology resources and programmable toys, in order to help them explore, understand why things happen and how things work. All children have good conversations with the childminder,

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who attend

developing their language and communication. They chat freely about a range of subjects and engage other children in their conversations about starting school. Children love to use their investigation skills as they explore and experiment with gel, as they make the solution and watch its properties change. Children explore with their hands, discussing the textures and then excitedly ask for the next powder to change the gel back to water. Children are keen to engage in the activity with the childminder and very quickly move to exploring the solution with their feet. The childminder understands how to maximise this enthusiasm to look at their bodies and how different solutions feel. Children get good opportunities to participate in a wide range of creative activities. They are enthusiastic to sew and make pictures. Children hold the materials carefully and are extremely proud of their final products. Children's literacy is promoted well with a good selection of books

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who attend

available for them, along with trips to story time at the local library.

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

Children are clearly very happy and settled, as the childminder provides a warm, welcoming and friendly environment. This supports children's emotional well-being and results in children who are confident, motivated and active learners. This is evident as they talk to visitors and say their names. The childminder uses praise and encouragement to support children's good behaviour and children respond positively to this. For example, they smile as they are told how well they have done, as they do a planned activity. This boosts their confidence and self-esteem. Children have opportunities to learn about their feelings and those of others. For example, by using a range of books and photographs to help them to relate to different feelings, thus enabling children to understand theirs and other peoples' feelings and emotions.

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

Children's good health is promoted well by the childminder. They have regular opportunities for fresh air and exercise and the childminder implements effective daily routines. For example, children are able to freely access the well-resourced garden, have regular walks to and from school and to parks. Children follow good hand washing procedures, with gentle reminders from the childminder when they go up to the bathroom. The childminder provides healthy and nutritious meals, which take into account children's dietary requirements. Children learn about self-skills, as they are encouraged to freely access their own drinks. These ensure that children learn about a healthy lifestyle and help to prevent cross-infection. Children play in a safe, clean and well-kept home. Resources are plentiful and children can make independent choices about their play. Children have good opportunities to learn about keeping safe in the childminder's care.

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

This is through planned activities, such as practising road safety, talking about stranger danger and regular practising of fire drills. Children's well-being is enhanced through positive partnerships with parents. The childminder gathers information from parents at the start. For example, children's daily routines are recorded and she invites parents and children for settling-in sessions. This helps the childminder to gain a good understanding of their individual needs and helps children to feel secure in her care. The childminder supports children's move to other settings well. For example, young children become familiar with other settings through discussions about school and as they accompany older children to school each day. In addition, they attend regular sessions at the local school and other child orientated groups, where they are able to further develop their confidence and socialise with their

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provision

The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is fully aware of child protection issues and her responsibility in protecting children from harm. She accesses relevant training and has a strong up-to-date understanding of the potential signs of abuse and neglect and the procedures for reporting concerns. The childminder maintains a good range of written policies and procedures, which support her practice and contribute to safeguarding children. These are shared with parents, reassuring them that their children are safe and well cared for. The childminder ensures all legally required documentation is in place and up to date. For example, children's details, Disclosure and Barring Service checks of the entire household and records of children's attendance, are completed. Children's safety is further enhanced with regular risk assessments and daily

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provision

safety checks of the premises and outings that children go on. Visitors are asked to show their identification and sign in and out of the home. These helps to ensure that children are cared for with safety as a priority, while in the care of the childminder.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. In conjunction with her co-minders, she monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. She carefully reflects on activities and uses this information, along with her secure knowledge of child development and children's interests, to help with future planning. The childminder supports children to take part in a very good range of child-initiated and adult-led experiences, which are very stimulating and varied. She uses a tracking system, which clearly aides the good progress children are making. The childminder's commitment to improving the provision for children is good. In the short period of time as a childminder, she has reflected on her practice in a very positive way. For example, she has completed a detailed self-evaluation to identify her

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provision

strengths and areas of improvement. Therefore, she is proactive in improving the provision for children. Consequently, children benefit from her commitment to maintaining continuous improvement.

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provision

Comprehensive partnerships are in place with parents and other professionals to ensure continuity of care and learning and readiness for school. Relationships with parents are very positive and she gives daily feedback and occasional newsletters of activities and trips she has planned. This promotes parents involvement in their welfare and builds a strong partnership with the childminder. She shares her policies and procedures with parents at the start and important information. For example, Ofsted's contact details and her insurance cover are clearly displayed for parents to see. This means that parents are well- informed about the service she provides. Strong links with other providers of the Early Years Foundation Stage are in place. The childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development. This ensures good continuity of children's care and learning in a very friendly, warm and caring

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY468799 Local authority Sunderland Inspection number 959428 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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

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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