Childminder in Durham

Inspection date

Previous inspection date 24/09/2014 03/09/2009

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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

 The friendly childminder treats children with warmth and affection. As a result, children form close emotional attachments and feel secure within the setting. This effectively supports children's well-being and provides a strong foundation on which they can learn and develop.  The quality of teaching is good. There is a balance of child-initiated and adult-led experiences that ensures there is ongoing challenge for children's age and stage of development. As a result, children are helped to make good progress in their learning and development.  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 safe and well-kept environment that promotes their welfare, safety and well-being.  The childminder supports children well when they are settling in. She works closely with

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This provision is good

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

 The childminder has not fully developed her outdoor play area to enhance opportunities for children to use more open-ended and natural resources to further develop their imaginative and creative thinking.

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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 playing.

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Inspection activities

 The inspector spoke with the childminder and engaged with children at appropriate times throughout the inspection and conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation document and through written parental comments provided for the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of adult household members.

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Inspection activities

 The inspector looked at children's learning and development records, a selection of policies and children's records.

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Information about the setting

The childminder was registered in 1990 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Newton Aycliffe, County Durham. The childminder's husband and daughter are registered as her assistants. The whole of the ground floor, except for the living room and the first floor bathroom and two bedrooms, are used for childminding. The family has two pet dogs. She collects children from the local schools. There are currently seven 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 7.30am 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:

 enhance opportunities for children to continue to build on their good progress by providing a wider range of open-ended and natural resources and opportunities in the outdoor play area.

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who attend

The childminder is warm and friendly and has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She knows the children and their individual needs well and provides a wide range of fun activities, which cover the seven areas of learning. The childminder works closely with parents from the start to gather information about children's interests and what they can do. This is used alongside the childminder's initial observations of children to identify their starting points in learning. The childminder completes ongoing observations and assessments of children's learning, including the progress check for children aged between two and three years. This enables her to identify any gaps in children's learning and to plan a good balance of adult-led and child-initiated experiences. This supports children to make good progress in their learning and development in preparation for starting nursery or school.

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who attend

Children's early communication skills are fostered well due to the positive interaction by the childminder. For example, the childminder sits on the floor and provides commentary as babies explore treasure baskets. She describes and names objects as babies pick them up and uses language, such as big and small, as they play. Babies show that they are interested as they respond to her in babbles, which she positively acknowledges. This reinforces their early communication skills. In addition, the childminder responds warmly to babies' smiles with lots of positive interactions, for example, they smile as she gently strokes them with soft brushes. As a result, babies thrive and even those new to the setting are clearly content and secure in her care. This supports children's confidence and self-esteem and provides a firm base on which they can learn. Children take part in a wide range of creative activities, such as painting and using recycled boxes for junk modelling.

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who attend

Children have access to a good range of natural and open-ended resources within the childminder's home. However, there is room to improve children's access to these resources in the outdoor area, so that they are able to continue to explore and be creative and imaginative when playing in the outdoor area.

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who attend

Babies' physical development and hand-to-eye coordination is fostered well by the childminder. She encourages them to open and explore treasure baskets and models activities, such as rolling a ball or putting a plastic tub on their head as a hat. Babies demonstrate the characteristics of effective learning as they copy her actions and clap happily when they are successful. This further demonstrates the positive sense of themselves, which they are developing in the childminder's care. Babies move about the space confidently and independently, for example, the childminder encourages them to roll and collect balls and to use furniture to pull themselves up. Children take part in a wide range of activities to support their understanding of the natural world around them, for example, they plant and harvest potatoes and follow the lifecycle of a butterfly. Planned activities, such as celebrating Bastille day and using a world map to pin places of

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who attend

interest or where they have been on holiday, further supports children's good understanding of the wider world. Parents are kept well informed about their child's learning through daily verbal feedback and regularly reviewing their child's learning journal. The childminder also encourages parents to comment in children's daily diary about what they have been learning at home, so that she can use this information in her planning. In addition, the childminder sends home regular newsletters informing parents about current activities. This means that parents are able to continue their child's learning at home if they wish.

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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 that children are happy and content as they play in a welcoming and secure environment. She knows the children well, for example, recognising when they are tired and ensuring that their individual needs are met. Children show they are confident in her care as they come to her for cuddles and look to her for reassurance. As a result, children's emotional well-being is fostered well and they feel safe and secure in her care. Children behave well, as the childminder has a good understanding of how to support their good behaviour. She uses age appropriate behaviour management techniques, including praising positive behaviour and using distraction to discourage negative behaviour. In addition, clear displays on the wall remind children to share and be kind to each other.

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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 environment with clean, age- appropriate and well-maintained toys and equipment that effectively supports their overall well-being and care. The environment promotes children's independence, as resources are stored in clearly labelled boxes or on shelving, most of which are easily accessible to children. The childminder promotes children's good health and self-care through daily routines and regular fresh air and exercise, for example, they go on outings to visit the park and local museums. Visual prompts remind children to wash hands after using the toilet and paper towels are used to reduce the risk of cross-infection. Meals are provided by the parents, however, the childminder provides children with good opportunities to learn about healthy eating through planned activities. For example, children take part in 'fruity Friday' where they try new fruits.

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

Children have good opportunities to develop their awareness of how they can keep themselves safe inside and outside of the childminder's home. For example, children practise road safety and fire drills with the childminder. The childminder uses flexible settling-in procedures, which include the sharing of information about children's routines and short settling-in sessions. This helps children to adjust at a pace that reflects their needs and parental requirements. This supports the smooth move from home into the childminder's care. Children develop the confidence, independence and skills they need as they move onto the next stage in their learning at nursery or school. This is because the childminder helps children to become familiar with local schools as they accompany older children to school each day. In addition, she encourages children to develop their self-care skills, such as using the bathroom independently and putting on their own coats.

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provision

Children are effectively safeguarded as the childminder has a good understanding of her role in protecting children. She has completed training relating to safeguarding issues and is well informed of the procedures to take should she be concerned about a child in her care. Although, the childminder only works very occasionally with her assistants, she has ensured that they and all adults living on the premises are suitable to be in contact with children. In addition, she discusses with her assistants her policies and procedures, so that they have a clear understanding of how she works. Children's safety in the childminder's setting is promoted well. The childminder has completed risk assessments and uses appropriate safety equipment to ensure that any hazards are minimised. This includes the use of stair gates and cupboard locks. In addition, the childminder supervises children at all times to further promote their safety. All documentation required to effectively

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provision

safeguard children and support their welfare is in place and up to date, including children's details, medication records and a record of attendance.

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provision

The childminder demonstrates a positive attitude towards providing good quality care and education for all the children. Their learning and development are 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 reflecting on her practice and attending regular training, in order to develop the care and learning she provides for children. She obtains written feedback from parents through questionnaires and has clearly identified areas she would like to improve. This includes further training and developing her questionnaire to obtain more detailed feedback from parents. The childminder has also addressed all of the recommendations raised at the previous inspection, this demonstrates a good capacity to improve practice.

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provision

Partnerships with parents are good. Parents receive copies of the childminder's policies and procedures at the start and sign to say they have read them. This ensures that parents are aware of how the childminder works. Feedback from parents is very positive, for example, they state that they, 'couldn't be happier' and comment favourably on how well she uses the information they provide to help their children to settle into her care. The childminder has a good understanding of the importance of establishing links with other professionals and with other settings that children attend. She obtains information about activities and children's individual learning, so that she is able to promote continuity and consistency for children, who attend more than one setting.

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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 313941 Local authority Durham Inspection number 876937 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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