Childminder, Out-of school day care in Newcastle upon Tyne

Inspection date

Previous inspection date 28/08/2014 19/11/2008

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early years provision

This inspection: 2 Previous inspection: 2 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

 Children make good progress in their learning because the childminder understands how they develop and learn. She provides children with a wide range of resources and experiences that interest and engage them.  Children's welfare is effectively promoted. This is because the childminder understands effective health and safety practices and promptly identifies and minimises risks to children.  Children feel safe and secure due to the close bonds they form with the childminder. This means they are comfortable, confident and motivated to learn.  The childminder has a very good understanding of safeguarding procedures and this enables her to promote children's well-being and keep them safe from harm.  The childminder is friendly and caring and has developed effective two-way communication with parents. Consequently, she has a clear understanding of parental requirements and children's individual needs, and children are happy in her care.

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It is not yet outstanding because

 Opportunities to further help children who speak English as an additional language to make independent choices, and express their preferences about activities and resources that enhance their play and enjoyment are not fully exploited.

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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 made observations of the children while they were engaged in activities in the lounge and discussed these with the childminder.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of parents' views, through written documentation, and the information from the childminder's self-evaluation.

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Inspection activities

 The inspector checked evidence of the childminder's qualification and the suitability of all adults living in the home.

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Information about the setting

The childminder has been registered since 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 18, 17 and 12 years in Denton Burn, Newcastle upon Tyne. The whole of the ground floor is used for childminding purposes. There is an enclosed side yard available for outside play. There are currently nine children on roll, of these two are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She supports children who speak English as an additional language.

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

 enhance further the ways to help children that speak English as an additional language, communicate their preferences and make independent choices in relation to resources and activities, for example, through the use of photographs and visual aids.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage. She plans an exciting range of adult-led and child-initiated activities to ensure children learn through play. At the beginning of the placement the childminder talks to parents about children's needs, routines and stages of development, which helps her in establishing children's starting points. The childminder undertakes regular observations of children as they play, carefully assesses their progress and considers where they need to move on to next in their learning. Subsequently, she uses the information to plan children's experiences and identify any areas where they may need additional support or extension. The childminder regularly shares the children's learning journals with their parents and encourages them to share their home observations and to make their own contributions. In addition, meetings are arranged with parents to review and discuss children's progress. This is successful in

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who attend

enabling them to work together to support children's ongoing learning and development. The childminder successfully completes the progress check for children aged between two- and-three years and understands that this is a tool to support early intervention if required.

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who attend

The quality of teaching is good, as a result, children make good progress. Children are motivated to learn because the childminder provides plenty of support, encouragement and guidance. She is actively involved in children's play, encouraging their speech and language development at every opportunity. She provides a commentary on things that she is doing to help young children link movement to sounds. For example she says 'twist, twist' as she helps the baby move the dials on the interactive toy. This means that younger children are learning to link spoken words to their meaning. Furthermore, they are gaining key skills in readiness for future learning and their move to school. The childminder provides care for children who speak English as an additional language and describes a range of strategies that she uses to support their learning and well-being. For example, she uses a mix of key words, gestures and expression to enhance children's

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who attend

understanding and interaction. Additionally, the childminder routinely models the English language and encourages repetition of words, this helps to widen children's vocabulary and allows them to hear the correct pronunciation of words. However, she has not fully considered further ways to encourage them to communicate their wishes and preferences, for example, through the use of photographs or visual aids. Children enjoy easy access to a wide selection of books. They eagerly select their favourite books to share with the childminder and enjoy turning the pages. This successfully promotes their early literacy skills.

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who attend

The childminder provides children with a wide range of interesting activities that she knows they enjoy and will help prepare them for school. For example, regular attendance at a range of community groups enhances children's social skills and broadens their range of experiences. Furthermore, through mixing with a variety of children and adults, children gain an awareness of differences and similarities. The childminder skilfully supports and encourages children while they play and learn. As children explore various toys, she gives them individual praise and effective support, so that they concentrate and play purposefully. She talks to children about the colours of various bricks as they use them to build towers and tractors. Young children are alert to differences and similarities and are starting to count and use number language in their play. They enjoy sitting for short periods while focussing on jigsaw puzzles to fit shapes into the appropriate slots. This

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who attend

fosters concentration skills and the ability to solve problems by playing with shapes. They move around freely and independently selecting resources, which they use to initiate and actively develop play. Children's awareness of the world is developing well as they visit local parks and shops in the community. They enjoy access to a variety of physical play equipment and these resources are used by them on a regular basis. Children climb large equipment during outings to the park, and visit the local swimming pool. Consequently, children's balance, co-ordination and all-round physical skills are developing well. The childminder provides opportunities for younger children to develop their walking skills. For example, they can pull themselves up using the sturdy furniture and have space to toddler around the room. This demonstrates that the childminder has organised her home well taking into account the developmental needs of younger children.

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

The childminder takes time to establish relationships at the start of children's placements. For example, she obtains useful information from parents about children's specific care needs, and their home routines. As a result, she has formed strong, caring bonds with the children who are very happy, settled and relaxed in their environment. Flexible settling-in procedures mean that children cope well with the move from a familiar home environment to the childminder setting. As a result, children display confidence in their surroundings and are eager to learn and play. The childminder uses diaries and daily conversations to speak to parents about their children's experience in her care. This supports continuity of care for children between their home and her home. The childminder provides children with a good range of resources to support their play and learning. She devotes her time to the children, interacting effectively in a natural and sensitive way and ensuring they are

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

well supported. This fosters children's emotional well-being.

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

The childminder supports children's developing independence. For example, she encourages young children to feed themselves, and to select their own resources. The childminder positively promotes children's confidence and self-worth as she consistently praises and encourages them. She uses consistent methods and age and stage appropriate explanations, this provides children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play and effective distraction techniques promote good manners and sharing of favourite toys. Therefore, children are developing the skills needed to support the next stage in their learning such as, nursery or school.

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

Children develop a good understanding of the benefits of a healthy lifestyle. This is because the childminder follows care practices that keep children healthy. For instance, through her role modelling and explanations, children begin to understand the importance of washing their hands before mealtimes and after using the bathroom. Young children are content and settled because their health, physical and dietary needs are well met. They enjoy nutritious and balanced food throughout the day provided by their parents and the childminder. Individual sleep routines are followed and visual checks carried out by the childminder ensure they are safe. Daily outings enable children to enjoy the fresh air and to expend some of their energy. The childminder talks to the children about their safety during their play. For example, she explains why it is important to sit down when eating and drinking so they do not choke. In addition, she also reminds them of the possible

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

dangers and talks to them about road safety and how to evacuate her home in the event of an emergency. During activities and routines, children learn about safe practices such as, why they must tidy away toys in case they fall over them. Consequently, children's understanding of their own safety is enhanced.

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provision

The childminder has good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues and understands the procedures to follow in the event of a concern about a child in her care. Visitors to the childminder's home are closely supervised and all adults living in the home are appropriately vetted. Consequently, children's well-being is promoted and they are kept safe from harm. Risk assessments records are thorough and supported by daily visual safety checks. This means children are well protected and receive good quality care in a well-organised and safe environment. A comprehensive set of written policies carefully outline the childminder's procedures and responsibilities and these are regularly reviewed and shared with parents. The childminder is aware of the importance of assessing and monitoring the planning and

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provision

delivery of the educational programmes. For example, she reviews the progress children make and evaluates the activities she provides against relevant guidance documentation, to ensure she is doing her best. The childminder works well with parents to provide effective care and support for their children. She takes care to build relationships with parents and carers and obtains useful information about children. For example, initial details about care routines, likes and dislikes are shared through the completion of daily diaries. As a result, children's needs and parental requirements are known and children receive consistency of care. Parents are overwhelming positive in their praise for the childminder and comments such as, 'she provides a positive and happy environment that has helped to develop my child's confidence and self-assurance', and 'she has created a positive rapport and bond with my children'. At present, children do not attend other early

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provision

years provisions. However, the childminder recognises the benefits of working closely with other providers to promote continuity of care when the need arises.

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provision

The childminder demonstrates a strong enthusiasm and capacity for improvement. Since her last inspection, she has become more reflective and routinely monitors and evaluates children's progress and the experiences she provides. For example, she reviews children's interest and involvement in planned experiences and carefully considers how their learning and enjoyment could be improved. The childminder shows a good appreciation of her strong points and considers the good relationships she has formed with children and their parents to be her key strength. She involves parents and children in the process of evaluation asking them for their suggestions to help her to improve. As a result, they feel valued and appreciated.

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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 319103 Local authority Newcastle Inspection number 872067 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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