Childminder in Gateshead

Inspection date

Previous inspection date 04/09/2014 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

 Teaching is good because the childminder understands how to promote children's learning effectively. She provides interesting and challenging activities which support their next steps and as a result, children make good progress in their learning.  Children are happy and content and have established good relationships with the childminder. They benefit from the kind and caring way the childminder supports them, and the individual attention which helps them to feel secure.  Children are safeguarded; the childminder has a strong understanding of her roles and responsibilities in protecting children from harm. Well-written policies and procedures underpin her good practice, which helps to keep children safe.  The childminder establishes positive partnerships with parents. Frequent communication promotes continuity of care for children and the sharing of information about their learning progress.

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It is not yet outstanding because

 Opportunities for children to use reclaimed and open-ended materials outdoors have not been fully maximised.

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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 completed observations of the children while they were engaged in activities in the kitchen and 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 they had provided for the inspection 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 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 husband and two children aged nine and five years in a house in Winlaton, Gateshead. The whole of the ground floor, two bedrooms on the first floor, and the front and rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local library. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder holds an appropriate early years qualifications at level 3. She operates all year round, Monday to Friday 7am to 6pm, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 enhance the outdoor learning environment further by offering a range of materials, which children can use and combine in their own way to meet their own purposes for example, by providing flexible and rigid pipes, logs and planks of wood, netting and cardboard boxes of different shapes and sizes.

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who attend

The childminder plans and provides a good range of activities and experiences to enable children to make good progress in their learning. These are based on children's individual interests and as a result, children enjoy their time with the childminder and are motivated to learn. The childminder demonstrates a good knowledge of how children learn and develop, and recognises that all children are individual and develop at different stages. She frequently observes children and effectively uses what she notices; together with information gathered from children's parents to assess their starting points, needs, interests and what they need to learn next. The childminder shares her observations of children with parents and discusses ways of supporting and extending their learning at home and in the setting. Furthermore, children's learning journals are freely available to parents, keeping them informed of their child's ongoing progress. Photographs reflect the

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who attend

enjoyment children have and parents are actively encouraged to share their child's learning at home. This helps to ensure any areas of concern are promptly addressed so that every child is helped to meet their full potential and are prepared for their move on to nursery or school. The childminder understands the purpose of completing the progress check for children aged between two and three years. She has a template in place to enable her to complete this when the time comes, and intends to share the summary with parents and other professionals to raise awareness of any concerns or needs for additional support.

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who attend

The quality of teaching is good and the childminder knows the children in her care well. There is a good balance of adult-led and child-initiated activities and experiences. This means that children are effectively stimulated throughout their day. For example, the childminder follows the children's lead in play, and supports their interest in musical and interactive toys. Younger children show their delight laughing and have great fun as they press the different buttons to see what happens next. They concentrate well and enjoy the opportunity to explore and investigate the various resources. This supports their curiosity and knowledge of how things work. The childminder gives high priority to supporting children's communication and language skills. For example, she constantly talks to the children and encourages younger children to repeat words and sounds. As a result, they develop their vocabulary and enjoy the individual attention. She ensures that she has

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who attend

eye contact with the younger children and waits for them to react. For example, when a toddler points to the building blocks she asks 'Do you want the bricks?'. This helps to extend their understanding and starts to help them link words with objects. The childminder uses children's spontaneous play well to help extend their learning. For example, as children build with the blocks she introduces counting, colour, and mathematical language, such as 'big' and 'little'.

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who attend

The childminder organises the day very well in order to cater for the children's differing needs and interests. For example, they attend several groups, events, sessions and visit local places of interest throughout the week. This provides children with a wealth of opportunities within the local community, where they socialise with other children of similar ages and interests. Children enjoy creative and sensory activities, such as play dough enriched with mint, gluing, sand and water. The childminder helps children to use their imaginations. For example, young children enjoy playing in the role-play kitchen where they are beginning to act out real experiences, such as making toast and pretending to fill the kettle with water. This helps children to make sense of the world around them. Children's physical development is promoted well. For example, babies have ample space to crawl and practise their walking skills. In the garden, older children and

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who attend

toddlers enjoy riding bicycles and cars, and have fun playing with balls and hoops. However, reclaimed and natural resources that children can use, move and combine in a variety of ways outdoors have not yet been fully embraced. This means opportunities for children to play and explore imaginatively are not always promoted as well as possible.

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

Flexible settling-in procedures help children to adjust at a pace that suitably reflects their needs and parental requirements. As a result, children are at ease in the childminder's care and happily go to her for comfort, reassurance and support. The childminder requests parents to complete an 'All about me' form from the onset, which includes useful information about their children's care routines. This enables her to meet children's individual needs and ensures the move from home to the childminder's setting is as smooth as possible for the children. The childminder offers a comfortable, inviting, child- friendly environment, where children have sufficient space to play and rest. Children show developing confidence in their surroundings. They move around freely and make choices about their play which promotes their confidence and independence. Children feel emotionally secure in the care of the childminder as a result of the support and affection

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

she gives them. She sits with them as they play and shows a genuine interest in what they are doing. The childminder is attentive towards their needs and recognises when children are tired, and in need of rest and provides a secure, soothing routine to help them to settle.

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

The childminder has a clear understanding about behaviour management and is a good role model for young children; she is very positive and frequently uses praise and encouragement to reward good behaviour and effort. This boosts children's levels of self- esteem and confidence. The childminder encourages the children's self-help skills appropriately, relative to their development. For example, they are encouraged and supported to wash their own hands as they learn to take care of their hygiene requirements. The childminder plans and prepares healthy meals and snacks, and takes into account children's individual dietary needs. Children demonstrate growing independent self-care skills, as the childminder encourages them to feed themselves. Mealtimes are very relaxed because the childminder sits with the children, supporting them well, and encourages conversation. Children develop a good awareness of how to

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

keep themselves safe and healthy. For example, the childminder supports young children to tidy away toys, and because of this they learn not to clutter play areas and develop a sense of responsibility. Children access the outdoor environment on a regular basis and go on lots of outings, for example, to local parks and soft play centres; these experiences provide children with opportunities to meet other people and teach them about the importance of physical exercise.

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provision

The childminder demonstrates a good understanding of her responsibility to meet the requirements of the Early Years Foundation Stage. She has a good understanding of possible signs or symptoms of abuse or neglect, and is familiar with the procedures for reporting such concerns. Furthermore, she has attended safeguarding training and has up- to-date contact numbers for children's social care services. The childminder's well-written policy is shared with parents so that they are aware of her role and responsibilities in keeping children safe and protected from harm. The childminder carries out both visual and written risk assessments, so that children can play and explore confidently in a safe environment. Visitors' identities are checked and the outside door is locked to prevent unauthorised people gaining access and the children leaving unaccompanied. Consequently, children's welfare is effectively safeguarded. The childminder routinely

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provision

evaluates the educational programme and her assessment of children's learning and development; she adjusts planning to reflect any changes in their interests or needs.

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provision

The childminder clearly appreciates and understands the importance of partnership working and has established good relationships with parents. Children and their parents benefit greatly from the childminder's experience as a childcare practitioner. Parents are well informed about their children's care and learning. This is because they receive a good variety of communication through daily verbal exchanges, daily diaries and through the sharing of children's development records. Furthermore, the childminder asks parents to share the things they notice about their children's progress and interests. Consequently, a strong link between home and the childminder is maintained. Parents are actively encouraged to share their views and suggestions, in order to help inform the service. This is achieved through the use of questionnaires, and by recording comments in their children's daily diaries. Parents' comments are complimentary about the service provided

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provision

and include; 'The childminder provides a very professional and friendly care service', 'I really appreciate how she keeps me up to date with my child's learning and development'. The childminder explains how effective communication with parents, helps support the children, so that individual care routines and needs are met. The childminder also shows a clear understanding of the importance of sharing information with other professionals. In addition, she also appreciates the need to share relevant information with the teaching staff to ensure that children receive consistent and complementary experiences across the settings.

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provision

The childminder is enthusiastic about what she does and demonstrates a strong capacity for improvement. She is keen to develop her service and there have been many improvements since her registration. For example, she has worked hard to develop her observation and assessment records, which parents can easily understand and share. The childminder has identified her strengths and areas for development through her effective self-evaluation procedures, which provide opportunities for her to assess her provision on a regular basis. She makes good use of available training courses to enhance her provision and improve outcomes for children. The childminder welcomes advice and guidance from the local authority development worker. Furthermore, she meets with other local childminders and together they share ideas and keep up to date with new initiatives and any changes to childcare legislation.

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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 EY476472 Local authority Gateshead Inspection number 965745 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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