Werber, Donna Louise

Inspection date

Previous inspection date 21/10/2014 14/10/2008

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has strong relationships with children, she is attentive and supervises them well. She has a suitable knowledge of safeguarding procedures, therefore children feel safe and secure.  The childminder supports children well when they are settling in. She works closely with parents from the start to obtain information about their likes and routines and uses this effectively to ensure that their individual care and emotional needs are successfully met.  The childminder helps children to learn through play as she uses good teaching strategies. She plans a good range of activities, specifically to support children's literacy skills and creativity, so that children make good progress in these areas.

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It is not yet good because

 The childminder has not ensured that adults living on the premises are vetted through Ofsted in a timely manner. This is a breach of requirements.  The childminder does not maximise ways in which she shares information with parents about their children's learning at home, to support and extend children's progress even further.  The indoor environment is not very well organised in a way that supports children well enough, to fully promote their independence when choosing resources.

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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 checked evidence of the suitability of the childminder and household members.  The inspector observed routines and activities in the dining room and outdoor area.

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Inspection activities

 The inspector looked at the childminder's training certificates, children's learning journals and assessment records, and the self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents from information in their feedback letters.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and children aged 13 and four years, in a house in Morpeth, Northumberland. The whole of the ground floor and the rear garden is used for childminding. The house and garden are accessible by a number of steps. The family has two pet dogs. The childminder visits the local shops, parks and toddler groups on a regular basis. She drops off and collects children from the local nursery and school. There are currently 10 children on roll; five 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. She supports children with special educational

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must:

 obtain an enhanced Disclosure and Barring Service check through Ofsted for household members who live on the premises; this is with regards to an adult who has recently moved into the premises.

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

 enhance the opportunities for all parents to share information about their child's learning at home, and use this information to maximise children's progress

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

 organise toys and resources to ensure that they are easily accessible in a way that promotes children's independence and choices further.

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who attend

The childminder has a good knowledge of how to help children learn through play. She plans a range of stimulating activities both inside and outside of the home. Her planning is also based on children's interests. For example, for children who are curious about cars and transport, she takes them on buses and trains for outings. They visit children's museums, play in the park, make pizzas and cakes and go to toddler activity groups, where they do messy art and craft play. The childminder supports child-initiated play within the home well and one of the children's favourite activities is dressing-up and pretend play. Therefore, she ensures that there are plenty of resources available to enable them to carry out their ideas and plans. Consequently, a stimulating range of varied activities is on offer. This supports children's learning overall and helps them to make good progress.

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who attend

The childminder uses effective teaching strategies to help children learn and she has a natural rapport with them. Therefore, they respond happily to simple questions and engage in lively conversations with her. This has a positive impact and ensures that children make strides in their learning. For example, during activities, she talks to them about past events, such as a visit to the beach. She prompts them to remember what happened, such as where they ate their ice-cream and how they fell asleep in the car on the way home. Children recall how they found a jelly fish and talk about what it was like and what colour it was. The childminder extends children's learning by asking them if they can remember why they were not allowed to touch it. This helps children to acquire the skills and dispositions they need to be ready for school, because they use language for a clear purpose to communicate successfully. Children sustain their play as they are

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who attend

interested and engrossed in what they do. They shape and model play dough and use tools competently, such as cutters, plungers and rollers very well to achieve their aim. This helps them to develop dexterity in their fingers and hands and control smaller items, which supports their physical development very well.

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who attend

The childminder uses good individual tracker books, which helps her to monitor children's progress against relevant criteria. These show that children are demonstrating typical development for their age. Her observations are good and are linked to the areas of learning. For example, when children dress-up she uses this activity to cover the different aspects of their development, such as counting their fingers into the gloves and using their imaginations as they take on the role of a superhero. Children's learning journals contain lovely photographs and captions, which provide a good record for parents. She knows that children have made good progress since they started with her as they now use more detail in their drawings and finish the endings of stories. This shows that they are developing their literacy skills well. The childminder completes the required progress check for children between the ages of two and three years, and provides summaries for

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who attend

parents. She exchanges regular verbal information with parents on a daily basis regarding children's care needs and tells them what their children have been doing. However, she does not generally fully explore ways for all parents to share and contribute information about their children's learning and development at home, or encourage them to add comments to their learning journals. Therefore, she is not able to make full use of parental information to inform her planning and maximise children's progress in their learning even further.

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

All adults living in the household have not yet been vetted through Ofsted. This impacts on children's safety and well-being. The childminder's home is currently not sufficiently organised in a way that fully supports children's independence and decision making when choosing resources. For example, many of the toys are stored outside, which sometimes does not enable children to self-select, choose resources or see what is available when they play inside. However, children move around her home and garden easily and safely and enjoy sitting up at the table for meals and activities. She displays children's artwork around the walls, which gives children a good sense of belonging. For example, all the children are currently involved in making a large hedgehog frieze made from fallen autumn leaves. Children understand the boundaries within the home and on the walk to nursery and school. For example, they know that they need to wash their hands before

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

eating and after touching the pet dog. The childminder talks to children about familiar rules before they go out and they have clear landmarks outside, which reminds them to stop at kerbs. They also practise the fire drill regularly, which helps them to understand what to do in emergency situations. Consequently, they learn to keep themselves safe.

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

Children follow a healthy lifestyle and the childminder supports children's independence with self-care tasks, such as encouraging them to put on their own shoes and learning how to use the toilet. They spend a lot of time playing outside in the fresh air and they jump competently on the trampoline, which supports their physical health successfully. Children help to prepare their lunch as they choose a range of healthy foods, such as carrot and cucumber sticks and cheese and ham to make their own sandwiches. The childminder supports children's learning well through these routines as she encourages them to use safe knives to butter their bread and cut up their sandwiches. They count and chat about how many sandwiches they have made, which further supports their mathematical learning. Children's behaviour is good and the childminder offers lots of positive praise, which raises their self-esteem and confidence. They are engrossed in

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

activities, concentrate well and sustain their play for a long time. Children are happy and settled, and they have close, natural bonds with the childminder. Settling-in periods are offered and are flexible to meet children's individual needs. This means that children and parents are given time to cope with separation and any anxiety as they familiarise themselves in a new environment. This successfully supports children's emotional needs and prepares them well for future moves.

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provision

The childminder has a reasonable understanding of her role in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. However, she has not yet obtained a Disclosure and Barring Service check for all persons living on the premises. This is a breach of the requirements of the Early Years Register and the Childcare Register. She does ensure that any person who lives in the household and is not yet fully vetted, is never left unsupervised with the children, therefore risks are minimal. The childminder shares her written policies with parents and has a sound knowledge of child protection. Therefore, children's safety is appropriately promoted and they are well protected as she knows what to do and who to contact if she is worried about a child's care or welfare.

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provision

The childminder updates her training as necessary to ensure that she increases her knowledge in the areas of first aid and child protection, which helps to keep children safe. The childminder reflects on her practice and she uses self-evaluation effectively to identify what she does well and what she would like to improve. She has a good understanding of the learning and development requirements and identifies priorities for improvement, such as aiming to involve children more in the planning of activities. The childminder knows that this ensures children have more input into what they would like to do and shows that she monitors her provision well. She has successfully addressed the recommendation from the last inspection, which has assisted her to become more familiar with the assessment arrangement of the Early Years Foundation Stage.

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provision

The childminder works closely with parents and specialists for children with special educational needs and/or disabilities. This means that she provides individualised care and receives appropriate training to ensure that she meets their needs successfully. The childminder liaises well with nursery staff when children also attend nursery. She shares regular information with them to ensure that she knows what children have been doing there. Consequently, good continuity ensures that children's care and learning needs are well supported.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 obtain an enhanced Disclosure and Barring Service check through Ofsted for household members who have moved into the premises (compulsory part of the Childcare Register)  obtain an enhanced Disclosure and Barring Service check through Ofsted for household members who have moved into the premises (voluntary part of the Childcare Register).

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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 EY244886 Local authority Northumberland Inspection number 855875 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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