Childminder in Sunderland

Inspection date

Previous inspection date 05/09/2014 03/02/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children show that they are happy and settled in the childminder's home as they move around confidently, engaging in activities of their choice. The childminder responds well to this and follows their lead.  Children have regular opportunities to develop their social skills through their attendance at various groups, where they get the opportunity to mix and play with other children.  The childminder consistently maintains a well-organised environment which ensures children are safe and able to make choices about what they want to do.

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It is not yet good because

 The childminder does not effectively use her observations to accurately assess children's next steps in learning in order to plan high quality and challenging experiences that will help them make good progress.  The childminder does not carefully evaluate the effectiveness of her practice and so some legal requirements are not fully met. For example, the safeguarding procedures relating to the use of mobile phones and cameras and for detailing what action needs to be taken should an allegation be made against the childminder are not robust.  The childminder occasionally asks closed questions and children are not always given enough time to respond to the questions she poses, which does not fully support some aspects of their communication and language development.

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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 activities in the childminder's house and talked with the childminder and the children.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector also took account of the views of parents, as provided in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2008. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is her assistant, and their two daughters and two sons aged 13, 10, eight and two years, in the New Silksworth area of Sunderland. The home is close to local amenities, such as shops, schools and parks. The ground floor of the childminder's home is used for childminding. Children have access to a rear garden for outdoor play. There are eight children on roll, of whom four are in the early years age range. They attend for a variety of sessions. The childminder collects children from the local schools and nurseries. She cares for children on weekdays, from 7am to 6pm, for 48 weeks of the year. The childminder and her assistant have completed basic training including, first aid and child protection.

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must:

 develop a more secure knowledge of how to safeguard children with particular regard to strengthening the procedures required in the event of an allegation being made against the childminder or her assistant and for making sure the actions taken to protect children when mobile phones and cameras are used in the setting are fully robust

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must:

 ensure that regular observations of children's progress are made and take into consideration the next steps in children's development, so that all learning activities are robustly planned to provide challenge that will help children make good levels of progress towards the early learning goals.

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

 strengthen children's communication and language development by consistently asking open-ended questions that require them to think and by giving them sufficient time to gather their thoughts and frame their reply

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

 improve self-evaluation by incorporating the views of parents and children more effectively and prioritising targets for improvement that will raise the overall quality of practice and the level of children's achievements.

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who attend

The childminder has an suitable understanding of the learning and development requirements of the Early Years Foundation Stage. This results in her planning activities in both the prime and specific areas to ensure children make some progress. Information from parents is collected about children's starting points. This results in the childminder having a secure understanding of what children can do. The childminder shares information with parents about what they have enjoyed at her setting and encourages parents to continue children's learning at home. This supports effective partnerships with parents and benefits children's development. Observations about what the children can do ensure that the childminder can provide appropriate activities and experiences to further their development. However, these observations are not yet regular enough or sufficiently focused to identify children's individual learning steps or used effectively to plan for the

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who attend

next stages in their development. As a result, some activities are not challenging enough to provide children with opportunities to make as much progress as possible and to be as ready as they can be for starting school. Nevertheless, the childminder knows the children well and can talk in general about their interests and what progress they have made while they have been in her care. The childminder has systems in place to complete the progress check for children between the ages of two and three years when appropriate and to share this information with their parents

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who attend

Children enjoy their time with the childminder because she knows each child well. They are purposefully engaged in activities of their own choosing. The childminder offers appropriate support and encouragement as required. Children's communication and listening skills are supported as the childminder talks to children, speaking clearly, repeating what they are saying and asking questions. However, in her eagerness to support them, she occasionally asks closed questions and does not always give the children time to respond in order for them to express their own views and opinions. The environment in the childminder's home is warm, welcoming and supports the needs of the children in her care. A wide variety of toys, which support progress in all seven areas of learning, can be easily accessed by children, so that they can confidently self-select resources and experiment freely. The childminder helps children solve problems by

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who attend

providing a range of developmentally-appropriate resources. The childminder uses some mathematical language as the children play, and the children copy this as they count 'one, two, three.' Children's literacy skills are promoted well. For example, the childminder provides an environment that reflects the importance of language through colourful posters and books. Children spontaneously use a range of pencils and pens to practise their mark-making skills. The childminder makes good use of the sessions in the local area; children attend groups, the farm and messy play at the local children's centre. This provides opportunities for children to mix in larger groups and develop social skills.

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who attend

The childminder forms satisfactory relationships with parents. Parents are kept informed about their children's activities through conversations with their childminder as they collect their children and through the use of a daily diary. Parents' written feedback says that they are happy with the childminder and the care their children receive. The children have a learning journal, which is shared with parents. These journals provide written and photographic details of what activities the children carry out within the childminder's home. Daily discussions with parents support this ongoing learning.

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

The childminder meets children's emotional needs well. Children smile and laugh as they spend time with her. She is warm and caring towards them. The childminder is sensitive to children's needs and personalities; she promptly responds when a young child is tired. She quickly responds by providing cuddles, reassurance and the child's comforter. Secure attachments are evident and children are happy, settled and developing the emotional security needed to help them cope with moving on to other settings and school when the time comes. The childminder encourages good manners. For example, the children say 'please' and 'thank you' and the childminder then responds with praise. The childminder is a good role model for children. She shows them how to use resources, while interacting and playing with the children at their level.

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

Overall, children are protected from the risks of potential harm because the childminder and her assistant take appropriate steps to keep children safe. However, some aspects of their safeguarding practice are stronger than others and there is more to do to strengthen some procedures to ensure they are more robust. Children's behaviour shows that they feel safe and both the childminder and her assistant give clear messages to children to make sure that they understand how to act in a safe way. Children's behaviour is good and the childminder supports children's understanding of appropriate ways in which to behave through consistent boundaries and messages. The use of positive, age-appropriate explanations provide children with clear messages about acceptable behaviour. As a result, children behave well.

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

The childminder promotes children's physical well-being and ensures they develop an understanding of healthy lifestyles. The childminder offers healthy snacks and provides opportunities to talk about keeping fit, healthy and safe within their environment. Good standards of hygiene in the home help to keep children healthy. Overall, the childminder develops children's understanding of hygiene practices as she encourages them to wash their hands after using the toilet and before eating. Children enjoy plenty of fresh air and exercise through walks to the park, the local farm and regular access to the outdoor area. These opportunities help children understand the importance of leading a healthy lifestyle. Effective procedures are in place to support the administration of medication and in the event of an accident. The childminder and her assistant have completed first-aid training.

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provision

The childminder has an adequate understanding of the safeguarding and welfare requirements. The childminder demonstrates a satisfactory understanding of how to keep children safe and knows what steps to take should she have a concern about a child. She has written policies which inform parents of her responsibilities in meeting the requirements. However, some aspects of safeguarding practice are variable in quality and this results in some procedures not being robust enough. For example, the childminder does not have a secure procedure for what to do in the event an allegation is made against herself or her assistant and the procedures to follow when using personal devises, such as mobile phones or cameras in the setting, have not been carefully considered to ensure they include clear guidance for all household members, parents and assistant. As a result, a legal requirements for the Early Years Register is not fully met. The childminder

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provision

effectively uses risk assessments to help minimise hazards to children in her setting, and the required Disclosure and Barring Service checks have been completed on all family members over the age of 16 years. The home is secure and robust safety and security procedures ensure children are able to play safely and freely. Furniture and equipment are maintained well and suitable for children to use. As a result, children are generally safe and secure when in her care.

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provision

The childminder has a satisfactory understanding of the learning and development requirements of the Early Years Foundation Stage. This results in her mostly meeting requirements. However, observations and assessments of the children's learning and development are not robust. This affects her ability to plan appropriate next steps and provide activities to challenge and promote the development of the children in her care. The childminder demonstrates a suitable attitude to developing her practice and has made some progress since her last inspection, this includes recording children's attendance at the setting and developing systems for evaluation. However, the systems for evaluation are not yet fully robust to ensure all legal requirements are fully met and there are clear targets for improvement. The childminder receives support from the local authority, and she is fully committed to improving her own professional development.

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provision

The childminder forms friendly relationships with parents. Parents comment that the 'range of activities is amazing' and they are happy with the service she provides. Parents receive a welcome pack, which includes a range of policies and information about the Early Years Foundation Stage, this helps to keep them suitably informed about how her setting operates. The required information is obtained from parents, for example, their emergency contact details are on record and the childminder has obtained written permission for children to be taken on outings.

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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 EY382883 Local authority Sunderland Inspection number 878876 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 8

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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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