Childminder in Durham

Inspection date

Previous inspection date 23/09/2014 19/07/2010

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early years provision

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

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This provision is good

 The quality of teaching is good. The childminder understands how young children learn. She accurately assesses their development and provides a good range of interesting and challenging experiences that meet children's individual learning needs. Consequently, children make consistently good progress in their learning.  The safeguarding and welfare requirements are well understood by the childminder. A good range of policies, procedures and risk assessments are implemented, which ensures a safe and secure environment for children.  Children are very happy and settled in this welcoming home. They have good attachments to the childminder, who is very caring and attentive to their needs. This enables children to explore the environment with confidence.  The childminder shows commitment to her professional development and reflects on her daily practice. This supports improvements within the setting and enhances

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It is not yet outstanding because

 The childminder's strategies for involving parents in their child's learning are not always highly successful.  Opportunties for children to explore a range of open-ended natural and textured resources, which encourage children to learn using all of their senses, are not always readily available.

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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 talked to the childminder and children at appropriate times during the inspection.  The inspector viewed the premises, toys and equipment.

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adults living or working at the premises.  The inspector observed activities planned by the childminder.

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Inspection activities

 The inspector took account of the views of parents through the letters provided for the inspection.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children aged seven and nine years, in the Seaham area of Durham. She also works with a co-childminder. The whole of the house, except the main bedroom is used for childminding. There is a garden for outdoor play. The childminder attends toddler groups and activities within the local area. She visits the shops, park and library on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom 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. She has an early years qualification at a level 6.

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

 promote even more highly successful partnerships with parents by consistently involving and encouraging them to share more comprehensive information about what children are learning at home and use this to develop planning to extend children's already good learning

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

 expand opportunities for children to explore a wider range of natural materials and sensory experiences, for example, by introducing wooden pegs, spoons, pinecones, corks and boxes, enabling them to investigate different sounds and textures.

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who attend

Children are effectively supported in their learning and development. This is because the childminder knows what children can do and what they are interested in. She also makes accurate assessments of children's progress and uses this information to plan a good balance of adult-led and child-initiated activities. As a result, children make good progress across all areas of learning. The childminder provides resources that are age and developmentally appropriate and which children are able to select for themselves. This effectively promotes children's independence and choice. However, the range of everyday objects available, such as spoons, pans, pinecones, corks and boxes, that young children can explore and investigate using all their senses, are less easily accessible.

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who attend

The childminder is enthusiastic in her teaching and she recognises when children are in need of additional support or guidance. She makes good use of simple language and questions to aid children's thinking and learning. The childminder teaches children letters, numbers, shapes and colours through various activities. For example, she sits with children as they build with the different coloured wooden blocks, encouraging them to successfully name the colours and count to 10. The childminder listens carefully as children talk about people who are important to them. She offers lots of praise in recognition of their achievements and for having a go. This helps children feel good about themselves as they successfully complete the inset puzzles, turning the pieces so they fit. Children are developing good physical skills. For example, they go for regular walks in the local environment, climb on the large equipment and successfully negotiate space using

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who attend

sit-and-ride toys. Children enjoy looking at a wide range of books with the childminder and carefully lift the flaps to discover the hidden animals. The childminder provides many opportunities for children to socialise with others in larger groups. Consequently, children are beginning to learn the necessary skills to prepare them for the next stage in their learning.

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who attend

Overall, the childminder has built up highly effective partnership with parents. She spends time at the beginning and end of the day discussing their child's achievement and care needs. The childminder shares future planning and children's learning records with parents. She also gives them ideas about how they can further support their children's learning at home, for example by sending favourite books home. However, systems to encourage parents to share with the childminder what they know about their children's achievements at home are less effective. This means that the childminder does not always have a fully comprehensive picture of what children can do at home, to enable her to build on this information, so that children can make rapid progress. Parents comment that, 'my child loves going to childminders' and that, 'my child has come on loads since starting at the childminders, especially in their social skills'. The childminder has implemented the

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who attend

progress check for children between the ages of two and three years, valuing the contributions parents make to this process.

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

The childminder has a clear procedure for helping children to settle. This includes short visits with parents, which are gradually extended and eventually lead to parents leaving their children in her care. During this time, she obtains detailed information from parents about their children's individual care needs and home routines, including any comforters they may need. As a result, children's move from home into the childminder's setting is managed well, which ensures they settle quickly and develop a strong emotional bond with her and her co-childminder.

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

The childminder provides an environment that overall promotes children's independence and choice. For example, children are able to freely explore their environment and select most resources independently and safely. The childminder teaches children how to manage risks through their daily routine and activities. For example, she explains to children how to use scissors safely and the importance of using the school crossing supervisor when they cross roads. This helps children behave in ways that are safe for themselves and others. The childminder has high expectations for good behaviour. She models sharing, taking turns and polite language, which children repeat. Children eagerly help to tidy resources away and are happy to receive praise for doing so. They smile widely as they receive a high five for a job well done. As a result, children are well behaved and learn to work together. The childminder supports children's move to other

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

settings well. For example, young children become familiar with other settings through discussions about school and as they accompany older children to school each day. In addition, they attend regular sessions at community groups, where they are able to further develop their confidence and socialise with their peers.

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

The childminder effectively promotes the benefit of fresh air and exercise, and provides healthy and nutritious snacks that meet the needs of children. Parents provide healthy meals, with the childminder talking to them about the good foods they are eating. Children learn about self-care, as they are encouraged to freely access their own drinks and feed themselves. The childminder teaches children how to take care of their bodies and about the reasons for good hygiene practice. For example, she helps them learn the importance of covering their mouth when they cough and washing their hands after using the toilet and before eating. Consequently, children's health and well-being is promoted well.

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provision

The childminder has a good understanding of child protection procedures approved by the Local Safeguarding Children Board. She understands her responsibility to protect the welfare of children and is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. All adults in the household have undergone the required suitability checks. This helps to protect children while they are in her care. All required documentation is in place to support children's safety and well-being. The childminder carries out visual risk assessments, which are clearly recorded, dated and signed. The childminder supervises children very well and her home is secure. As a result, children are kept safe.

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provision

There are effective systems in place for monitoring children's progress and the childminder demonstrates her ability to identify and address gaps in learning. The childminder has a positive attitude towards developing her practice through attending regular training, reading childcare publications, reflecting on her practice and through sharing ideas with her co-childminder. She encourages parents' feedback to support her self-evaluation processes, valuing and acting upon their thoughts and views. This benefits children and their families as she can tailor her service to meet their needs. The childminder has clear plans in place to develop her garden to make it a more interesting place for children to learn and explore. She has positively addressed the recommendations for her last inspection, further demonstrating her commitment to continually improve.

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provision

The childminder understands her responsibility to liaise closely with a wide range of professionals and work with them in order to support children and their families should they need it. The childminder has successfully engaged with other settings that children attend. As a result, information about children's care and learning is appropriately shared. The childminder has good partnerships with parents. She generally keeps them up to date with their children's learning and well-being. The childminder ensures parents have a good understanding as she provides them with a copy of her policies and procedures, and information about the learning and development requirements.

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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 EY358309 Local authority Durham Inspection number 863541 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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