Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 08/09/2014 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

 The childminder understands her safeguarding procedures as she provides a secure and welcoming environment, which is regularly risk assessed. Therefore, children are safe and settled in her care.  Good planning of activities and effective teaching is matched to children's individual interests and needs relating to their ages and stages of development. Consequently, they make good progress in their learning as they access a range of interesting activities that promote their sensory development and language skills.  The childminder is forming good relationships with parents as children settle into her provision, she regularly shares information on children's individual needs with them. This means that children are well cared for and happy.  Children are cared for by a competent, caring childminder who is enjoying her new role. She uses self-evaluation successfully to help her improve her provision to further

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This provision is good

support children's learning and development.

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It is not yet outstanding because

 Parts of the environment are not sufficiently and effectively organised to further enhance children's interest in stories and books.

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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 had a tour of the premises and observed children's activities in the main play room and outside area.

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Inspection activities

 The inspector viewed the childminder's training certificates, children's assessment records, learning journals, planning documentation and the childminder's self- evaluation form.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and household members.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, mother, brother aged 16 and child aged four years in a house in Kenton, Newcastle upon Tyne. The childminder occasionally works with her mother who acts as her assistant. The whole of the ground floor, a bedroom and bathroom on the first floor and the rear garden are used for childminding. There are a few steps leading up to the property and in the rear garden. The family have two pet rabbits. The childminder visits the local shops and parks on a regular basis. She drops off and collects children from the local nursery and school. There are currently three children on roll, two 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 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder holds Qualified Teacher Status.

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

 enhance opportunities to further promote children's interest in stories and reading, for example, by reviewing the area where books are stored, to make this more attractive so that children can self-select and sit comfortably with books.

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who attend

The childminder has a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She works closely with parents to find out what their children can do and she knows that children have made progress since starting with her. For example, they have made strides in their development such as, learning to walk and managing to cope with the separation from their parents. This is because the childminder has an accurate understanding of where children are at on entry to her setting and knows how to support them. The childminder establishes children's interests through effective observations. She knows that toddlers need a range of different experiences to promote their exploratory instincts and she uses her observations of older pre-school children to make plans that build on their interests. For example, when she noted that children were interested in a popular animated

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who attend

programme about pigs, she provides lots of different activities around this that cover the seven areas of learning successfully.

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who attend

The childminder has a very good understanding of how to support children's learning and development through effective teaching and planning. For example, she provides dry oats mixed with chocolate in a large builders tray so that toddlers can climb in by themselves. She knows that experiences such as this, will stimulate their senses as it gives them good opportunities to explore different textures as they feel, smell, taste and manipulate the different properties safely. Simple objects for children to use such as, wooden spoons and boxes, also enable children to develop their physical skills as they scoop, mix and throw the oats. The childminder supports children's learning very well as she observes what they do and allows them the time and space to explore without unnecessarily intervening. She is at their level at all times as she sits on the floor with them, gives eye contact and makes mixing movements which children copy. The childminder repeats children's attempts when

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who attend

they try to form words as they babble to her. She makes statements about what they are doing, which successfully supports children's communication and language skills very well. Children love to play outside with water in the well-resourced water tray. The childminder knows that toddlers enjoy splashing and pouring, whereas older pre-school children are helped to learn about volume and weight. This has a positive impact on children's learning, helps them to make good progress and enables them to move on in their learning in readiness for pre-school.

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who attend

The children have not been attending long but the childminder has started to complete good learning journals on each child. These contain lovely photographs and captions, they link well to the areas of learning within the Early Years Foundation Stage. As children settle into her provision, she establishes their starting points by regularly observing them at play and she also assesses their progress using relevant guidance. This helps her to establish if they are demonstrating typical development for their age. The childminder listens to what parents say and notes down relevant information on children's likes and interests at home, so that she can build her activities around this. Her daily diaries on individual children ensure that parents are well informed. She also uses regular text messages during the day to reassure parents that their children are happy and settled.

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

Children play in a comfortable, homely environment. Most toys and resources are well stored and boxes are labelled with pictures and words, which help children to self-select what they want to play with. However, although books are easily accessible, they are not laid out attractively to encourage children to choose and self-select, to encourage their interest in stories and reading. There is also no specific area made available beside the books to enable children to sit quietly and comfortably to further promote and enhance their interest in books. Children's art work is displayed and they have their own trays labelled with their names for their personal items. This gives children a good sense of belonging and ensures that they feel welcomed. There is plenty of play space across the three ground floor rooms so that children move around freely and safely.

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

The children follow healthy lifestyles. The childminder regularly uses the rear garden where children experience varied play opportunities in the outdoors, which supports their enjoyment and learning successfully. For example, they play in the water trough and experience weather elements, as they explore the effects of wind on windmills, chimes and streamers. The childminder walks everywhere with the children so that they get plenty of fresh air and exercise. Toddlers are strapped safely into buggies and pre-school children are encouraged to hold her hand or onto the buggies, which helps them to learn about keeping safe. The childminder updates her risk assessments when necessary to ensure that any possible hazards are identified. She uses child-safety equipment appropriately such as, child-safety gates and regularly checks the home before children arrive, to make sure other family members have not left any potential hazards lying

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

around. She supports children's self-help skills well, as toddlers are encouraged to feed themselves with finger foods such as, bananas and pre-school children are encouraged to put on their coats and shoes by themselves. This ensures that they are managing to be independent and ready for the next stage in their learning.

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

The childminder has a good understanding of how to manage children's behaviour. For younger children she uses good distraction techniques and makes sure that there are enough resources to prevent squabbles such as, two dolls or two furry toys. This helps children to begin to recognise the needs of others and cope with any emotions and frustrations in a positive way. The childminder also has a calm, quiet approach towards children, therefore, they feel safe and secure with her. She helps them to settle into her provision by working closely with parents. She completes written child profiles with them, which cover the children's individual needs, likes and routines and short settling-in periods are carried out. This helps children cope with a move from home to her setting, which supports their emotional well-being successfully. The childminder knows that children need their comfort items such as, dummies and their own blankets, when they go down

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

for a nap. Therefore, children are settled and happy and she clearly understands how to support their individual needs.

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provision

The childminder understands her responsibilities in meeting the welfare requirements of the Early Years Foundation Stage. She has completed relevant safeguarding training and maintains good written policies, which are shared with parents. She has a good knowledge of child protection procedures and is aware of what to do if she has any concerns about a child's care or welfare. The childminder occasionally works with her mother who acts as her assistant. However, she generally only helps out alongside the childminder and does not look after minded children on her own. The childminder is aware to inform Ofsted of any changes and is currently in the process of having a member of the household vetted as they have reached 16 years of age. This demonstrates an understanding of how to protect children and keep them safe.

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provision

The childminder has completed all required childminding training and also holds a relevant teaching qualification. This means that she is well aware of how children learn and how to monitor their progress. She is not complacent and regularly looks for training sessions and uses relevant websites that she feels will help her to improve her knowledge and understanding of childcare issues. She uses self-evaluation effectively. This helps her to establish what she does well and ensures that she identifies her priorities for improvement. For example, she is aiming to improve communication with parents by developing newsletters and she will be requesting more information about children's experiences at home and sending out questionnaires to gain more feedback. The childminder is building good relationships with parents as children settle into her provision. She exchanges daily verbal information when children are dropped off and

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provision

collected and uses a written daily diary to aid communication. Pre-school children who have just started nursery are well supported. The childminder understands that children need time and support to cope with new experiences, and as they settle in to nursery she works closely with parents. She exchanges information on children's care and individual needs when she collects them from nursery and is aiming to develop her partnerships with staff to ensure that relevant information on children's learning is exchanged. She has completed the progress check for children between the ages of two-and-three years and has the summaries ready to share with parents. She is also aware that these will be useful to share with nurseries that children attend, to help with consistency and continuity in children's learning.

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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 EY464888 Local authority Newcastle Inspection number 953190 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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