Childminder in North Tyneside

Inspection date

Previous inspection date 22/10/2014 14/11/2008

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early years provision

This inspection: 3 Previous inspection: 1 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 3

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This provision requires improvement

 Children develop a strong attachment to the childminder. As a result, children confidently explore the environment as their emotional well-being is supported.  The childminder develops good partnerships with parents. This ensures that children's care needs are met.  The childminder works with other professionals so that information is shared. This ensures that children are supported in their transitions.

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It is not yet good because

 The childminder's self-evaluation does not identify areas for improvement or ensure that required training, such as first aid, is kept current by booking this in a timely manner.  The system for observation and assessment of children's learning is not sufficiently detailed. As a result, the childminder is not always able to identify the progress and learning needs of the children.  The quality of teaching is variable and the childminder does not always provide skilful questioning and timely interventions which stimulate and motivate children to learn.  The information that the childminder routinely shares with parents is focused on children's care needs. As a result, parents are unable to extend children's learning at home.

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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 indoor play space.  The inspector spoke with the childminder and the children present.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and others living on the premises, and checked the provider's self-evaluation form.  The inspector took account of the written views of parents and carers.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and 13 years in Monkseaton, Tyne and Wear. The home is accessed by one step. The kitchen/dining room and conservatory on the ground floor are used for childminding. The family has a pet cat. The childminder takes and collects children from the local school and attends the local parent and toddler group. There are currently eight children on roll, six of whom are in the early years age range. The childminder cares for children on weekdays from 8am to 6pm for 47 weeks of the year.

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must:

 maintain a current paediatric first-aid certificate to keep first-aid skills updated

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must:

 develop the system for recording formative assessments of children's learning through regular, detailed and precise observations, to better understand what children know and can do, how they prefer to learn and what their next steps should be.

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

 further develop the educational programme to ensure consistent high quality teaching and learning for all children through the use of skilful questioning and timely interventions which challenge children and motivate them to learn.

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

 strengthen partnerships with parents by providing detailed information, including what children have learned and can do.

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

 strengthen to process for self-evaluation to include clear, achievable targets for improvement.

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who attend

The childminder offers a range of activities and experiences for the children and makes sure that toys and activities are easily accessible. Children enjoy helping themselves to their favourite toys and this promotes their decision-making skills and independence. However, the childminder's teaching requires improvement because she is not consistent in her approach. For example, she does not always plan activities which extend children's learning and provide them with challenge. She does not use good teaching techniques, such as asking children purposeful questions that ignite their interest in discovering new things and encouraging them to talk about and explore ideas to solve problems. This means that while children are often busy, they are not always fully engaged in their learning to the maximum potential. As a result, they are not sufficiently challenged and do not benefit from opportunities to explore different ways to do things and to find

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who attend

alternative uses for objects. Children who are transferring to school or nursery are supported appropriately to gain the necessary skills they need, such as developing their physical skills, recognising numbers and letters and using language confidently. However, as the childminder does not routinely observe children to confirm what they know and can do, activities do not always accurately reflect children's interests and next steps in their learning. The childminder assess children's development across the seven areas of learning three times per year; however, she does not use these assessments to plan the next steps in children's learning. As a result, the rate of progress made by the children is unclear.

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who attend

Notwithstanding the weaknesses in the teaching, parents are pleased with the setting and feel that their children are happy and settled with the childminder. The childminder provides each child with a daily diary, which describes their day and keeps parents informed about how their child has been and what they have been involved in. However, while the childminder provides details of what children have done, the diaries tend to focus on care practices and there is little detail about what children have learned and what they can do. As a result, parents are unable to extend their children's learning at home.

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

The childminder provides a warm and caring environment for the children, which means that they are comfortable, settled and happy. The children have a close attachment to the childminder and this helps even the youngest children to explore confidently. Parents routinely approach the childminder to discuss their children's care needs and they obviously value their interactions with the childminder, as the many cards and written comments confirm. Care practices are good and the childminder works hard to develop children's independence, which means that they are well prepared emotionally for the next stage in their learning. The children learn about health and hygiene and the childminder uses routine activities, such as hand washing before meals and snacks, to reinforce this. As a result, children's health and well-being are promoted. The children enjoy eating a healthy packed lunch, all sitting together around the large table, chatting and socialising

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

as they do so. This family atmosphere is a particular feature of the setting and the children obviously enjoy it and develop a strong sense of belonging. The childminder does not have a current paediatric first aid certificate. However, because she has completed previous training, she does have the knowledge and skills required to deal with accidents and incidents, therefore there is no risk to the children. The childminder was due to complete her training on the day of the inspection. The childminder sets consistent boundaries for the children, and as a result, they are learning to act appropriately in the setting and when on visits and outings. The childminder is a good role model, speaking to the children kindly and helping them to understand the routines and expectations of the setting. For example, when the children need to get ready to go on an outing, the childminder explains what is going to happen

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

next and how they can be involved. She helps them to tidy away their toys and provides appropriate assistance with toileting, coats and shoes. The children respond with enthusiasm by trying to zip up their own coats and fasten their shoes before heading for the door. This helps children develop their self-care skills and independence, in addition to learning how to behave cooperatively as a group.

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

The childminder takes the children on lots of outings and visits, and there are lovely photographs displayed in her home of the children at the local beach, parks and amenities. The childminder makes sure that the outings are interesting for all of the children in her care and she spends time researching to make sure that there will be lots to do for the older children and the little ones alike. For example, during a recent outing, the childminder made sure that there was a safe play area for the little ones, with climbing frames and a sand pit, while the older children enjoyed den building with their friends before they all enjoyed a picnic lunch together. These activities are particularly useful in helping the children to learn how to assess and manage risks while they play and explore together in the outdoors.

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provision

The childminder understands her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. However, the planning and delivery of the educational programmes for children requires improvement. The childminder does not routinely observe children to assess what they know and can do, and as a result, the activities and experiences provided for the children do not accurately reflect their interests and next steps in their learning. This means that children are not sufficiently challenged and their learning is not extended. The childminder assesses children's progress over the seven areas of learning twice each year. However, she does not use these assessments to plan the next steps in children's learning or to identify individuals and groups of children who may need additional support in particular areas. This results in a missed opportunity to further develop the educational programme to ensure that it meets the needs of the

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provision

children who attend so that they make good progress from their start points.

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provision

The childminder has an understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage, and as a result, most requirements are met. The childminder had allowed her paediatric first-aid certificate to lapse, however, she had arranged to complete the course on the day of the inspection to update her skills. As the childminder had previously been trained in first aid and had the necessary skills, the impact on the children was negligible. The childminder has recently attended training on safeguarding and is confident that she knows what to do if she is worried about a child. The setting is clean, safe and secure and the childminder and other adults in the house are appropriately vetted, which ensures the children's safety and well-being. The childminder carries out risk assessments for the premises and for individual or special activities and outings, which helps her to manage and minimise potential risks. The

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provision

childminder regularly practises evacuating the premises with the children so that they know how to leave quickly in the event of a fire or other emergency, and helps them to understand road safety. These activities give the children confidence and help them to keep themselves safe.

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provision

The childminder has written a self-evaluation which briefly describes her provision, but does not reflect on the quality of her practice or the service she provides. She has not identified any priorities for improvement and does not have an improvement plan in place, for example, highlighting when training, such as first aid, needs to be updated. This means that the childminder's capacity to implement and sustain improvements over time is unclear. The childminder has a range of appropriate policies and procedures which she shares with parents, as well as a parents' brochure which outlines how her business operates.

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provision

The childminder speaks with parents daily and informs them about what their children have done, but she does not include details of how their activities and experiences have impacted on their learning and development. As a result, parents are not able to further extend their children's learning at home. The childminder is a member of a local network group where she meets other childminders to share ideas and support. She works with local schools and nurseries and shares information about the children to ensure that they have a smooth transition into their new setting. For example, when children are due to start school or nursery, the childminder arranges visits for the children to meet their new teacher and to have a look in their new classroom. This means that children are more confident to move into their new setting and they are able to settle quickly and are ready to learn.

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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 EY295111 Local authority North Tyneside Inspection number 848815 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 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

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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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