Childminder in Durham

Inspection date

Previous inspection date 13/10/2014 23/04/2009

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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

 There are strong partnerships with parents, which ensure children receive the support they need and continuity is provided in their care, learning and development.  The childminder provides a wide range of good quality activities, which stimulate children's interest, encouraging them to explore and investigate freely so they make good progress across all areas of learning.  The childminder has a good knowledge of children in her care. She is perceptive about children who need additional attention or encouragement and is skilful in providing what they need.  Children are provided with opportunities to be as independent as possible. The childminder encourages children to care for themselves whenever possible including putting on their own coats and washing their own hands.  Children are well supported in the acquisition of their communication and language skills. The childminder sensitively interacts with children at a level they understand,

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This provision is good

which allows them to communicate as effectively as possible.  The childminder has attended safeguarding courses and knows what to do if she has a concern about a child's welfare.

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It is not yet outstanding because

 Children's sense of belonging and feeling valued is not fully maximised through the use of displays of their work.

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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 activities in the rooms used and the outdoor environment.

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Inspection activities

 The inspector discussed an activity undertaken during the inspection with the childminder.  The inspector spoke to the childminder at suitable times, throughout the inspection.  The inspector looked at children's development files and at planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector was unable to meet with parents on the day, but took account of their views provided in letters and references.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She lives in the Blackhill area of County Durham with her husband and two adult children. The house is situated within easy reach of local amenities including schools, the park, shops, a playgroup, a nursery and a toddler group. The whole of the ground floor is used for childminding purposes, as well as the bathroom on the first floor. There is also an enclosed rear garden available for outdoor play. There are currently eight children on roll, six of whom are in the early years range. Children are cared for on a part-time basis.

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

 enhance children's sense of belonging and feeling valued even further, for example, by displaying their art work.

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who attend

The childminder is a very experienced and enthusiastic childcare practitioner. She has a comprehensive understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder has been caring for children for many years and makes every effort to ensure they are happy and settled in her care. The indoor and outdoor areas are organised to encourage children to explore and investigate. They are able to choose activities freely and enjoy the planned group activities the childminder provides. The childminder is very tuned in to children's needs and stages of development. She joins in with children's play and praises their achievements, so that children want to try new skills. As a result, children remain happily engaged and develop a very positive attitude to learning. This has resulted in children being well-stimulated and enthusiastic learners and they are encouraged to maximise their learning potential in readiness for the

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who attend

Children develop mathematical skills through meaningful situations, such as counting out pieces of fruit during snack time. The childminder communicates with children very effectively, encouraging them to extend their communication skills through engaging them in conversations about their activities and interests. Children can recall past events, for example, they talk about when they collected leaves and twigs in the park. The childminder is skilful in encouraging children to extend their vocabulary by introducing descriptive words and stimulating their interest. For example, during a leaf picture activity, she introduces words, such as 'sticky, crunchy, crispy,' which the children enjoy, repeating them several times. The childminder is skilful in adapting her language to suit the needs of individual children. She encourages children to listen, then allows them time to respond, demonstrating her interest in their conversation. As a result, children feel valued and

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who attend

respected, which builds upon their confidence. The childminder demonstrates a clear understanding of her responsibilities relating to the progress check for children between the ages of two and three years and has contributed to several of these progress checks, ensuring children gain any additional support they need. For example, she has worked, in the past with parents in following suggestions from a speech therapist to support a child's speech and language difficulty. Consequently, all children make good progress with their speech and language development.

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who attend

The quality of teaching is good. The childminder provides a wide range of challenging activities and experiences to meet each child's learning needs and as a result, children are motivated and interested in learning. Individual development files are in place for all children with observations and assessments of children's progress. The childminder is skilful in using these assessments effectively to identify the next steps in children's learning. She works closely with parents from the start to support children's learning. She gathers information from parents about their children's likes and dislikes, as well as what they are interested in and what they can do at home. Alongside this, she uses her own initial observations to identify children's starting points. Parents are actively involved in their children's learning. For example, the childminder shares their children's development files with parents. They regularly discuss and agree children's achievements together and

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who attend

the next steps for learning. Thus, ensuring children have a coordinated approach to their development. Parents have stated in letters that they are very happy with the progress their children are making.

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

The childminder recognises the importance of building comfortable and secure relationships with children and tailors settling-in procedures to meet their individual needs. She talks to parents about their children's needs before they start and makes sure that positive relationships with parents are maintained ensuring children's care and learning needs are continually met. The childminder has cared for children with a range of differing needs over the years so is well experienced in providing individualised care. As a result, children settle well and form secure relationships with the childminder. The childminder's home is well organised and welcoming. Displays of colourful posters add to the welcoming environment while promoting literacy and mathematical concepts. However, children's artwork is not always fully displayed to further promote children's sense of belonging and to help to make them feel valued.

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

The childminder uses a positive, calm and consistent approach to managing behaviour, which takes into account children's understanding and stage of development. She is a good role model for children and treats them with respect, modelling good manners. Consequently, children behave well, recognising boundaries and responding to expectations. The childminder plans activities to encourage sharing and turn taking. This is developed further by attending toddler groups, so that she can support children to play alongside others and develop their confidence in larger groups. Children are becoming increasingly independent. For example, they care for themselves in the bathroom. They can wash and dry their own hands, help prepare snacks and can independently access the outdoor area. The indoor playroom is set up so children can independently access a wide range of toys and activities. These independence skills prepare children well for the next

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

The childminder positively promotes children's health and well-being. She takes children out every day, enabling them to be physically active and benefit from fresh air. The childminder further promotes children's good health by chatting to children about healthy eating while preparing snacks. Mealtimes are a social occasion with the childminder and children sitting together at the table to enjoy their food and chat about their day. The childminder helps children to begin to learn how to keep themselves safe. For example, she talks to children about safety issues throughout the day, such as using the furniture safely and she holds regular fire drills, which teaches children how to evacuate the home in the event of an emergency. High standards of hygiene are maintained throughout all childminding areas. The childminder supports children in learning about simple personal hygiene. Clear routines for hand washing help to prevent the spread of infection and toys

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

and equipment are kept in a clean condition. As a result, children's well-being is protected and encouraged.

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provision

The childminder is very well organised and has a good knowledge of the safeguarding and welfare requirements and the learning and development requirements of the Early Years Foundation Stage. She has developed robust, written safeguarding policies and procedures and is aware of whom to contact should she have concerns about a child's welfare. The childminder has a current first-aid certificate and has attended several safeguarding courses. The childminder has good practical measures in place to further safeguard children. For example, she keeps external doors locked and checks the identity of all visitors before allowing them on the premises. Risk assessments are carried out regularly and fire alarms are in place and checked regularly. The childminder supervises children well and they are well protected in her care. She keeps thorough records of attendance and has documentation in place to record accidents and the administration of medication.

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provision

These procedures support the childminder to further protect children and promote their welfare.

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provision

The childminder has a good understanding of the learning and development requirements. She is well aware of how to support children to be active learners, maximising learning opportunities. For example, toys and equipment are stored in easily accessible boxes, which ensure children have free choice. She provides a good mix of adult-led and child- initiated activities, which cover all areas of learning. This ensures that children develop the skills they need as they progress towards the early learning goals. Children are engaged in learning and are confident, active learners. The childminder reflects on activities she has undertaken and identifies areas she will change to enhance learning further. She has attended training sessions, such as communication and language in the home environment and observing children's learning, which enhance her already good practice. The childminder attends local authority training and workshops and meets with other

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provision

childminders at toddler groups. This demonstrates her commitment to gaining knowledge of how to promote effective learning and how to use strategies to enhance children's learning and development. Effective assessment procedures ensure that the childminder is able to identify any gaps in a child's learning and development and address them accordingly.

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provision

The childminder has addressed the recommendation raised at her last inspection and now evaluates her practice using suggestions and comments from parents. This enables her to identify areas for development in order to continually drive improvements. Good partnerships are in place to support children's needs. The views of parents are sought through parent questionnaires and daily verbal discussion. There is a strong emphasis on working with parents and sharing information about children's care and learning needs. Partnerships with other settings, including schools, are also firmly embedded and contribute well to ensuring consistency in children's learning. As a result, children's needs are well met.

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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 313615 Local authority Durham Inspection number 871947 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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