Childminder in Northumberland

Inspection date

Previous inspection date 15/10/2014 03/02/2009

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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

 Children are safe and well cared for as the childminder follows clear safeguarding procedures and provides a secure home and close supervision.  The childminder forms good relationships with children and shares regular information on their individual care needs with their parents. Consequently, children are well cared for, very happy and settled.  The childminder teaches children successfully because she uses good questioning techniques during their play, which makes them think and respond. This promotes children's language skills and early mathematical development very well, so that they make good progress in these areas.  The childminder is competent and dedicated to the children that she cares for. This ensures that children's emotional needs are successfully met.

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It is not yet outstanding because

 The childminder does not maximise the ways in which she exchanges two-way information with parents, to further support and extend children's learning at home and in the setting.

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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 routines and activities in the living room and kitchen and had a tour of the premises.

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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 checked evidence of the suitability of the childminder and household members.

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Inspection activities

 The inspector checked the childminder's training certificates, children's assessment records and learning journals.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Newborough, a village in Hexham, Northumberland. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The childminder visits the local shops, parks, toddler groups and a soft play centre on a regular basis. She drops off and collects children from the local school. There are currently six 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 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 enhance continuity in children's learning by sharing further information with parents about what children enjoy doing in the childminding setting and at home, so that ideas are combined to fully support and extend children's progress even further.

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who attend

The childminder has a good understanding of how to support children's learning and development. She regularly observes children to establish their interests, abilities and tracks their progress against learning outcomes across the three prime areas of learning. The childminder plans a range of good activities to promote children's learning overall and she always considers children's choices and interests. For example, when the childminder and younger children arrive back home after dropping older children off at school, they have some quiet time together and a snack. They decide what they would like to do, make choices and plan their day together. This ensures that children's personal, social, emotional and communication development are very well supported. The childminder takes children to regular toddler groups, soft play and activity centres and outings or outdoor play are also planned into their week. For example, they visit the pet shop to see

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who attend

the animals or go to feed the horses. This means that children take part in a range of stimulating activities, art and craft sessions and interesting visits that promote their enjoyment and learning successfully. The childminder completes the required progress check for children between the ages of two and three years and has relevant formats to help her record the summary for parents. The childminder prepares children well for the next stage in their learning, such as school. She supports their independence during routines, such as mealtimes, as they learn to use knives and forks and she encourages them to undo their own coats. She also knows that going to school with older children for drop off and pick up times and for special events, such as the harvest festival, helps younger children to become familiar with the building. This helps them to cope well with the move to school.

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who attend

The childminder uses good teaching strategies to help children learn. She knows what children enjoy doing, therefore plans a play dough activity. She is aware that activities such as this, support children's interests and help them to develop their small muscle skills and dexterity in their fingers and hands. Consequently, children eagerly manipulate the dough and use a variety of simple tools, such as cutters and stencils easily and competently. They also try hard to manipulate more difficult tools, such as scissors and rolling pins and they concentrate very well to achieve an aim. Children chat excitedly to the childminder about what they are doing and seek her help and company when they want her to play. Children are very confident, self-assured and know what they want. The childminder joins in with children's play enthusiastically and she makes statements and asks questions that make them think and respond. For example, she states, 'what colour

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who attend

will I have, and which one can I use?' This improves children's critical thinking skills and promotes conversation, which effectively supports children's language development. The childminder also suggests ideas to help children sustain their play for longer, such as making different patterns. Consequently, children remain interested and engrossed as they cut out, count and make circles out of play dough. They make a line out of the shapes and spontaneously count correctly up to 12, in context. This shows that they are making good progress in their mathematical development and are well supported by the childminder. She makes statements that excite children's curiosity, such as, 'wow look at that, what does it look like?' This ensures that children concentrate really well, which has a positive impact on their learning.

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who attend

The childminder exchanges verbal information with parents to inform them of children's care and what they have been doing. The children's tracker books and individual learning journal files are always available for parents to view. These contain lovely photographs and captions of what children have been doing with the childminder. This means that parents are suitably informed about their children's progress. Parents occasionally share some information on what their children enjoy doing at home. However, the childminder does not fully maximise the way in which she receives and exchanges two-way feedback on children's activities and learning. This means that ideas on what they could do at home or in the setting to further extend, promote and enhance continuity in children's learning are not always combined.

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

Children play in a comfortable, secure and welcoming home. Child-sized furniture and easily accessible toys and equipment ensure that children move around freely and safely. The childminder supervises children well and offers gentle reminders so that they learn to keep themselves safe and healthy. For example, when they stand up on a chair to reach the kitchen sink to wash their hands. She reminds them why they need to keep still and she talks about the importance of hand washing before eating. The childminder notes what children are interested in and builds on her resources effectively. For example, when she noticed that children enjoyed playing with a toy doctor's bag, she purchased a toy medical trolley with more equipment for children to use in their pretend play. The childminder ensures that children have healthy food and snacks and she uses regular routines to aid their learning, such as encouraging them to count out their grapes at snack

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

time. The children have plenty of fresh air and exercise as they regularly play in the spacious garden or visit parks and soft play centres. They also enjoy singing and dancing activities, which helps to keep them fit and active. This promotes a healthy lifestyle successfully.

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

Children's behaviour is good as the childminder gives them lots of one-to-one attention. They learn to play cooperatively with others and take turns. For example, when younger children play games with the older ones. When children attend toddler groups they also learn to play alongside other children, so that they can begin to recognise the needs of others. Children are supported very well during the settling-in periods as they are given sufficient time to cope within a new environment. Short visits are recommended to parents and the childminder finds out all she can about children's personal care routines, likes, interests and dietary needs. Children also bring along their comfort items from home, such as a favourite toy. This helps children to manage the move from home to an unfamiliar situation successfully so that they settle-in quickly. Consequently, their emotional well-being is very well supported. The childminder is calm, competent and she

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

builds good relationships with children. They approach her easily and make their needs known to her. This demonstrates that they feel safe and secure in her care.

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provision

The childminder understands her role and responsibility in meeting the welfare, learning and development requirements of the Early Years Foundation Stage. She knows what to do if she is worried about a child's care or welfare and has all the contact details she needs to seek advice or make a referral. She also understands her responsibility in informing Ofsted of any changes to household members or of anyone's suitability. Consequently, children are effectively safeguarded. The childminder maintains good written risk assessments and has a range of polices and procedures that she shares with parents. This ensures that they are well aware of her practice and that children remain safe.

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provision

The childminder maintains her first-aid and child protection certificates, as she up-dates this training as necessary. This ensures that she knows what to do in an emergency situation. The childminder has addressed the recommendations from the last inspection, which means that she reviews what she does and keeps up-to-date with changes. She has an understanding of self-evaluation and clearly enjoys her work with children. She knows what she is good at and where she could improve, which demonstrates a commitment to her role as a childminder. She plans stimulating activities and monitors children's learning well, to ensure that they make good progress overall. She is a long standing and dedicated childminder, therefore, she supports children's care and learning successfully.

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provision

The childminder builds good relationships with parents and many of the older children have attended since they were babies. This demonstrates that parents are satisfied with the care that their children receive. She has built good relationships with school staff over the years and regularly shares information on children's care, learning and welfare as necessary. This provides good continuity and consistency for children in her care.

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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 506913 Local authority Northumberland Inspection number 869305 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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