Metcalf, Beverley Jane

Inspection date

Previous inspection date 24/09/2014 19/08/2009

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is excellent as the childminder provides rich, varied and imaginative experiences based on children's interests. Consequently, children are highly motivated, eager to learn and make exceptional progress.  The childminder provides a highly stimulating environment with child-accessible resources that promote learning both indoors and outside. As a result, children are exceedingly well supported in all areas of learning.  Children's individual needs are quickly identified and exceptionally well met through highly effective partnerships between the childminder, parents, external agencies and other providers. Therefore, children's care and learning are exceedingly well promoted.  An astute and targeted programme of professional development and self-evaluation ensures that the childminder is constantly improving her already first-rate understanding and practice.  Children's safety and safeguarding is central to everything the childminder does.

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This provision is outstanding

Consequently, she effectively supports children's growing understanding of how to keep themselves safe and healthy.

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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 and at snack time.

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Inspection activities

 The inspector 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, policies and procedures, and records of 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 the observation, planning and assessment procedures.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son, in South Hylton in Sunderland. The whole of the ground floor, one bedroom and bathroom on the first floor and the rear garden are 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 eight children on roll, of whom one is in the early years age group and attends 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:

 consider exploring alternative methods of engaging with all providers, to enhance the already very good approach to prmoting the continuity of children's learning.

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who attend

Teaching is outstanding. Children are extremely well supported to make rapid progress with consideration of their starting points. The childminder provides rich, varied and imaginative experiences, both indoors and outside, based on children's interests. Consequently, children are exceptionally well motivated and eager to learn. For example, children delight in tending the various vegetables, which they have grown from seed in the garden. The childminder understands the different learning styles of children. This is because she ensures that activities are available to interest and excite each child, therefore, maximises every opportunity for learning. For example, she provides additional outdoor activities in the woods to interest and engage children in investigation skills as they make dens. The childminder supports children learning through her understanding of how to ask very good quality questions. This effectively supports children's critical thinking

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who attend

skills. In addition, they are supported to make links between their indoor and outdoor learning because learning opportunities are rich, varied and imaginative.

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who attend

The childminder uses a clear system to observe, monitor and track children's learning through highly effective and accurate assessments. This means that she has a clear knowledge and understanding of children's individual learning styles, needs and interests. This information is then used to inform the planning, which is based on children's individual interests to provide a broad and balanced range of activities to precisely match their specific learning needs. As a result, children consistently demonstrate the characteristics of effective learning and make rapid progress. For example, on a visit to the woods a child listens to a woodpecker, when they are unable to see it, they feel every tree for the vibration. Once the tree has been identified the child watches with delight. The childminder extends this learning opportunity and introduces books about birds and a bird watching activity. Children are extremely well prepared for school when the time

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who attend

comes because they have gained a wide range of skills to support their future development, as well as a very positive attitude towards learning. Children's physical development is maximised as they dig, run, ride on bicycles and go on local walks. Excellent teaching strategies are employed to meet children's specific needs and to promote their all round development. As a result, children make very rapid progress given their starting points.

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who attend

Partnerships with parents are first class. Parents comment that their children have made very rapid progress since attending the setting and they are kept very well informed. For example, children's next steps in their learning are shared, through the computer system used by the childminder. Parents are able to access this at their leisure, which supports and enhances a two-way flow of communication. This means that parents have excellent opportunities to support their child's learning at home. Parents' contributions are highly valued and play an important part in helping the childminder to gain the most accurate picture of children's all round development. For example, parents provide details of particular interests, such as growing, which are skilfully developed in the setting. Therefore, parents and the childminder work in partnership to significantly enhance children's learning.

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

The indoor and outside environment is rich, varied, stimulating, friendly and well resourced. All resources are stored at low level to encourage children's engagement. Children can access a variety of resources and are secure and confident in the environment. Children's behaviour is managed exceedingly well. The childminder gets down to children's level and calmly sets out her expectations. As a result, the focus is on a positive atmosphere of mutual respect and trust, where she constantly praises children's efforts and achievements. The childminder has established very positive relationships with children and their families. Parents comment that they find the childminder extremely friendly and supportive. This is because she fully understands the importance of children feeling safe, secure and confident before they show an eagerness and readiness to learn. This approach effectively supports children's emotional well-being and provides the

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

smoothest of starts for them. Therefore, children are extremely confident and self- assured.

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

The childminder ensures that all children form secure bonds and attachments by having exemplary, tailor-made, settling-in procedures. The childminder is warm and affectionate and has a very good bond with children. Therefore, children's emotional well-being is exceedingly well supported. The childminder ensures children are happy and enjoy their time, by finding out about their individual needs, likes and dislikes and communicating with parents on an ongoing basis. A warm and welcoming environment is provided helping children feel at home, safe and secure, so that they have a firm basis on which to enjoy their learning. Children are exceptionally emotionally well prepared for the next stage in their learning because the childminder provides good support to prepare them for their transitions, both to and from other settings and school.

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

Children independently follow superb hygiene routines and they are reminded of the importance of washing their hands before snack time and after toileting. The childminder ensures that any medical or dietary needs are known and managed and all accidents are recorded. She holds a paediatric first-aid qualification, which means that children's welfare is assured in the event of an accident. The childminder has a good understanding of safeguarding issues, to ensure children are kept safe. She gently reminds children of any dangers to help them to learn about keeping safe. Consequently, children confidently assess risk and learn to keep themselves safe. For example, children accurately assess when they are able to walk across a log and how to manipulate this safely and confidently.

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provision

Safeguarding arrangements are robust and the childminder understands her role in protecting children from harm. She is aware of what to do should she have a concern about children's welfare. Therefore, children are kept safe. The childminder fully understands the importance of ensuring all adults working with children or living in the childminding premises are vetted to assure their welfare. All members of the household have been vetted and the childminder has thorough knowledge of the procedure to follow in the event of an allegation being made. Risk assessments are thorough and as a result, children are cared for in a safe environment. Documentation and records are well maintained and reviewed, which firmly underpins children's safety and welfare.

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provision

The childminder fully understands her role and responsibilities. Extensive support and liaison with a wide range of professionals enables her to implement the requirements of the Early Years Foundation Stage with confidence. As a result, she has an excellent understanding of the requirements to effectively monitor all children's skills, abilities and progress. The childminder monitors the educational programmes to ensure that they are broad and balanced and reflects individual children's specific learning needs. She accesses training, in order to support and improve her practice. For example, she has identified the importance of outdoor learning for boys and has accessed a course on Forest schools. This further strengthens the already excellent quality teaching, so that children consistently achieve the highest levels in all aspects of their learning. There are excellent relationships with schools and other professionals, due to the commitment of the childminder in

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provision

ensuring that a shared approach to supporting all children's needs is in place. She continues to strive to develop these relationships further with schools, and is investigating alternative ways to engage them even more. She also works closely with the local authority early years team, who provide training and support. Therefore, children are exceedingly well supported in their learning and safeguarded from harm. Self-evaluation is rigorous because it involves consultation with the parents and other professionals, so that any changes made reflect their views and opinions. The childminder has a vision to provide an excellent service for children and their families, therefore, making a positive difference to their lives. She is highly motivated in her continuous professional development and is continually seeking ways to improve. Feedback from parents is overwhelmingly positive and describes the good progress made by children at

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provision

the setting, for example, 'I can see my child development improving on a daily basis' and 'the standard of care, the level of creativity and intuitive approaches have been amazingly high'.

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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 EY289080 Local authority Sunderland Inspection number 861324 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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

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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