Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 29/10/2014 14/12/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 happy and develop positive attachments with the childminder. She knows the children very well and this helps her to effectively meet their individual care and learning needs.  The childminder's calm and child-centred approach helps children to feel safe, secure and comfortable in her care.  The childminder fully understands how to successfully support children with their learning and development. Consequently, the quality of teaching is good and this helps to ensure children make good progress towards the early learning goals.  Strong relationships between parents and the childminder are securely embedded. As a result, they work in close partnership in order to support children and effectively meet their care and learning needs.  The childminder understands her role and responsibilities in meeting the safeguarding and welfare requirements and therefore, children's safety is effectively promoted.

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It is not yet outstanding because

 Children's counting and number recognition skills are not promoted as well as other aspects of their mathematical learning.

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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 practice and interaction between the childminder and children during play and at snack time.

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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 looked at a range of documentation, including parents' written comments, policies and procedures and records of the suitability of all adults within the home.

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Inspection activities

 The inspector examined the children's learning and development records and the observation, planning and assessment procedures.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Redcar. The whole of the ground floor and the rear garden are used for childminding. The childminder attends various activity and toddler groups. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, of whom one is in the early years age group and attends for a variety of sessions. The childminding provision operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 make the most of everyday routines to strengthen the opportunities that children have to count and recognise numbers in the environment.

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who attend

The childminder has a good understanding of how children learn and plans effectively to extend and develop their early learning and recently acquired skills. As a result, children make good progress. The childminder ensures all seven areas of learning are covered. She has high expectations of all children. She finds out about what children can do before they start at the setting, in order to plan for their learning needs. The childminder records children's progress through observations and takes photographs of them as they play, to illustrate the activities they enjoy. Children's interests are followed spontaneously as they are encouraged to be creative and use their imagination. For example, children are engrossed in an imaginative session with dolls and a buggy. The childminder makes available a wide range of additional resources. The childminder encourages the activity with enthusiasm and praise. Consequently, children are able to express themselves freely

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who attend

and gain confidence and self-assurance in their own actions.

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who attend

The childminder is particularly skilful in her modelling of language for younger children. For example, children talk about the animals on the farm. Through skilful use of open questioning the childminder develop children's thinking and reasoning skills. The childminder models language well. For example, when children asks for something without saying please, the childminder gently repeats their request, adding 'please' to her words. Children repeat what the childminder says, and also say 'please'. Children respond positively to the childminder's positive role modelling and flourish as they develop language and good social skills at a robust rate. The childminder ensures all children are involved in shared activities, helping them to include one another in their play. Under her gentle guidance, children behave well and form caring relationships with one another. However, daily routines and spontaneous situations are not used to best effect to increase

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who attend

children's awareness of numbers within the environment. For example, children do not count the trains on the track, or talk about and recognise numbers in the environment.

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who attend

The childminder works effectively in partnership with parents to support their child's individual needs and to discuss their progress. Parents are encouraged to share information about their child's learning at home, which aids the assessment of their children's learning. The childminder has good processes in place to gather information from parents about children's starting points. For example, parents and children have numerous pre-minding visits, so the childminder can fully understand the child's needs.

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

Children's emotional development is promoted well as they develop secure, trusting relationships with each other and the childminder. She makes sure she finds out about children's preferences and their daily routines by gathering good information from parents. Good settling-in procedures, tailored to each child's needs, mean the move between home and the childminder's home is a positive experience. For example, she encourages parents to bring a child's favourite toy from home, which helps to promote children's sense of security and belonging.

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

Children's safety is given high priority as the childminder ensures her premises are secure. Daily checks of the premises ensure children play in a safe and clean home. The childminder encourages children to be active and explore their environment, while teaching them to be safe. For example, the childminder talks to the children about road safety as they walk to school. Consequently, children gain an understanding of the dangers of traffic and learn to negotiate them safely. Children are taught to wash their hands after messy play and toilet visits, and before snacks. The childminder ensures children are familiar with these everyday routines. For example, children know where to go to wash their hands. Children are encouraged to help prepare their own snacks by selecting and washing their own fruit. Because of this, children learn about health and hygiene as they develop their independence.

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

Flexible routines incorporate trips out, which offer new experiences. For example, young children are introduced to larger group activities when visiting local play sessions with their peers. This helps to prepare young children for the move to pre-school. Children enjoy outdoor play, which effectively promotes their physical development. The childminder makes good use of local venues, such as parks, to extend the options for physical play. Consequently, children benefit from fresh air and exercise.

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provision

The childminder demonstrates a clear understanding of her responsibilities under the safeguarding and welfare requirements of the Early Years Foundation Stage. She meets all regulatory requirements, such as keeping records of children's details and carrying public liability insurance. The childminder ensures children are safeguarded effectively because she has a very good knowledge of the procedures to follow in the event of any concerns about a child in her care. She has completed safeguarding training. She understands that she must inform Ofsted of any significant events or changes to household members. These procedures mean that children are kept safe and are protected from harm.

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provision

The childminder's capacity to improve is reflected in her approach to addressing the recommendations raised at her last inspection. She has procedures in place to ensure that children's attendances are accurately recorded and all records relating to her childminding are detailed and are in place. The childminder is keen to provide the best quality care and learning for children and strives to continually improve her practice. She is committed to continuing her professional development. The childminder uses her self-evaluation to identify areas for development. She uses this to reflect on the impact of changes and how these improve her provision. This all contributes to ongoing improvement in the quality of the provision and outcomes for children.

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provision

The childminder recognises the importance of building close links with parents and other professional involved in children's care and learning. She has good working relationships with them and they regularly share information so children's individual needs are consistently met. Positive, written feedback demonstrates parents' high regard for the childminder and the service she offers. The childminder monitors the planning and delivery of the educational programmes. For example, she reviews the progress children make and evaluates the activities she provides to ensure she has an accurate understanding of their skills and achievements. This helps her to monitor and evaluate children's progress and to identify any emerging gaps so she can ensure they achieve well in all areas of learning.

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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 EY414060 Local authority Redcar & Cleveland Inspection number 879809 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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