Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 22/09/2014 19/05/2010

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early years provision

This inspection: 2 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 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 and development because the childminder provides them with a variety of stimulating and fun activities. As a result, children engage well in activities and are motivated in their play.  The childminder demonstrates a good understanding of her responsibilities with regard to the welfare and safeguarding requirements. Consequently, children are protected and cared for in a well-kept, welcoming environment that fully promotes their welfare, safety and well-being.  The childminder is warm, kind and nurturing and children are clearly happy, settled and content while in her care.  The childminder supports children well when they are settling in. She works closely with parents from the start to obtain information about their likes and routines, and uses this positively to ensure their individual needs are met well.

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It is not yet outstanding because

 Teaching strategies do not include asking children open-ended questions, to enhance the already good opportunities for them to develop their thinking and learning.

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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 practice and interaction between the childminder and children during play. She spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation including parents' written comments, action plans, policies and procedures and the suitability of all adults within the home.

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Inspection activities

 The inspector examined the children's learning and development records and observation, planning and assessment procedures.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult children in Stockton-on-Tees. 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 four children on roll, of whom two 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:

 strengthen the use of a range of teaching strategies, such as asking open-ended questions, to develop children's thinking and learning, encouraging them to think about alternative ways of doing things.

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who attend

The childminder has a good knowledge of how children develop and the seven areas of learning. She gathers information from parents when children start, about their interests and what they can do. This enables her to identify children's starting points in learning and to plan appropriate activities which meet children's individual needs. Consequently, children are engaged and motivated in their learning. The childminder completes regular observations and assessments of the children, and works closely alongside the parents to identify the next steps in children's learning. This enables her to plan a good balance of adult-led and child-initiated experiences, which support children to make good progress in preparation for the next stage in their learning.

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who attend

The childminder effectively promotes children's communication and language skills, as she continually talks to them as they play. She models language well and introduces new words, such as 'forward' and 'back', to describe the movement of a programmable toy. However, the childminder sometimes misses opportunities to extend children's thinking and learning as she does not always use a range of teaching techniques, such as asking open-ended questions, to encourage them to think about alternative ways of doing things. She makes good use of musical activities to support children's understanding of rhyme. For example, as children tap out a rhythm with the castanets she counts the beats and encourages children to copy a rhythm. The childminder provides warm praise when children are successful, which reinforces their learning. As a result, children develop good language skills. Children have good opportunities to develop their physical skills, as the

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who attend

childminder organises her home to allow children the freedom to move from inside to outside as they wish. The childminder promotes children's creative development well, as she provides them with ample opportunities to paint, use glue and explore different textures.

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who attend

Children develop their problem-solving and number skills through everyday activities, such as counting the money in the shop in imaginative play. The childminder supports children's learning as she engages effectively in their play, for example, she encourages them to investigate with the till as the use the credit card. This encourages children to be active learners and develops their exploratory skills. The childminder provides children with a good range of books, which they enjoy looking at independently and with the childminder. This helps them to understand that print carries meaning and supports their early literacy skills. Children are able to explore different environments and start to develop an understanding of the wider community. For example, the childminder arranges regular outings in the local area, including visits to local parks. Parents are kept well informed about their child's learning and development, as they have access to their child's learning

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who attend

journal and they receive verbal feedback at the end of each session. Parents are also encouraged to share information about what children have enjoyed at home, and to discuss any gaps they have identified in their child's learning. As a result, the childminder has a full picture of children's interests and progress, both at home and in the setting, and plans effectively using this information to support their future learning. The childminder has completed the progress checks for children between the ages of two and three years. These contain all the required information, and are shared with parents.

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

The childminder has established caring and secure attachments with children in her care. Her warm and friendly approach means children are happy and content as they play in a welcoming and secure environment. She knows the children well and recognises when they are tired or unsettled, providing them with cuddles and reassurance. As a result, children's emotional well-being is fostered well, and they feel safe and secure in her care. Children establish good friendships with other children attending the setting. This is because the childminder sensitively supports children to learn to play well together and to share. This effectively encourages good manners and behaviour as children gain a secure understanding of the impact of their actions on others. Children receive praise and encouragement from the childminder to reinforce their positive actions, fostering children's confidence and self-esteem.

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

Children play in a well-resourced, child-friendly indoor and outdoor environment with clean, age-appropriate and well-maintained toys and equipment that effectively support their overall well-being and care. The environment promotes children's independence, as resources are stored in clearly labelled boxes, most of which are easily accessible to children and are able to choose. In addition children are able to move freely from inside to outside. The childminder promotes children's good health and self-care through routines, regular fresh air and exercise. For example, they go on outings to local soft-play areas, the park and local centres. Children learn that they must wash their hands after using the bathroom and before eating, and the childminder ensures that privacy is respected for personal hygiene routines. The childminder provides a wide range of healthy meals and snacks.

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

Children begin to develop an awareness of how they can keep themselves safe inside and outside. This is because they practise road safety and fire drills with the childminder. The childminder supports children to be independent in the setting as, for example, she encourages older children to attempt to manage clothing and their own routines. These skills prepare children effectively for the next stage in their learning. Children are well prepared for the move to nursery or school because they visit local play groups, where they learn to socialise with their peers. In addition, they accompany the childminder and older children on school runs, helping to familiarise them with other settings.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements and children's safety is promoted well. The childminder completes daily checks of her home and has carried out risk assessments for outings. These are combined with the use of appropriate safety equipment, to ensure that risks to children are minimised. The childminder has completed safeguarding training and, subsequently, is aware of the signs and symptoms which would alert her to any child protection issues. In addition, she is confident about the action she would take if she had such a concern about a child in her care. This means that she knows how to help protect children from potential harm. The childminder holds a valid first-aid certificate and maintains accurate records of children's accidents and any medication administered to the children. Consequently, they are well protected because of the childminder's diligence with such record keeping, and the

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provision

comprehensive range of policies and procedures which underpin her practice. These are shared with parents to keep them fully informed about the service.

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provision

The childminder demonstrates a genuine commitment towards providing good quality care and education for all the children. Their learning and development are carefully observed and tracked, showing their good progress in all areas. In addition, the childminder makes good use of her planning to ensure that all areas of learning are covered. The childminder has a good understanding of the importance of self-reflection, as she continuously thinks about her provision and considers what is needed to improve and develop. In addition, she obtains feedback from parents. As a result, the childminder has clearly identified areas she would like to improve. Consequently, the childminder shows a good capacity to improve her practice.

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provision

Partnerships with parents are good, and they comment that she is 'excellent' and provides a huge range of activities. The childminder understands the importance of establishing links with other settings children attend, when this is applicable. She recognises the importance of sharing information about children's learning to ensure that children receive continuity and consistency in their learning and development.

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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 EY363204 Local authority Stockton on Tees Inspection number 878484 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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