Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 03/11/2014 13/10/2008

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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

 Teaching is good. The childminder understands how young children learn. She accurately assesses their development and provides a good range of interesting and challenging experiences that meet children's individual learning needs. Consequently, children make consistently good progress in their learning.  The childminder promotes a safe and secure environment as she effectively minimises risks. She has a good understanding of safeguarding procedures, which means children are kept safe in her care.  Children form strong attachments with the childminder because she provides a warm and welcoming environment where children feel safe and valued.  The childminder has established good relationships with parents. Ongoing communication means the childminder and parents work closely together to meet the needs of children.

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It is not yet outstanding because

 The storage of the childminder's resources means that children are not always aware of the resources available in order to make further independent choices and build on their good learning.  Occasionally, opportunities for children to count during daily activities, particularly outdoors, are not fully maximised.

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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 viewed the premises, toys and equipment.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adults living at the premises.  The inspector observed activities planned by the childminder.

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Inspection activities

 The inspector took account of the views of parents through the letters provided for the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and three older children, in the Ingleby Barwick area of Stockton on Tees. She uses the whole of the ground floor and the rear garden for childminding. The family has a cat as a pet. The childminder attends community groups and activities within the local area. She visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, three of whom are in the early years age group. Children can attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, 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:

 enhance children's independence further, for example, by ensuring that they are aware of all available resources, so that they can make further independent choices about their play

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

 enhance the opportunities for children to count during daily activities, particularly outdoors, so that their mathematical development is routinely promoted.

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who attend

The childminder is confident in her understanding of how children learn and develop through play. She provides children with a good range of fun activities that cover all areas of learning. She knows children and their families well. She works closely with parents to gather useful information about children's individual interests, preferences and abilities. This enables her to provide appropriate challenge through play activities, which in turn helps children make good progress in their learning and development. Individual learning journals are in place for all children; these include photographs and observations of them at play. These observations are used well by the childminder to plan activities, which are based on the children's next steps in learning and interests. In addition, the childminder has carried out the progress checks for children between the ages of two and three years. This helps to ensure that any gaps in young children's learning are identified and plans

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who attend

made to support their future learning. Parents receive regular information about their children's progress through verbal feedback, text messaging and access to their child's individual learning journal. Parents' comments are highly positive and highlight how well children are progressing. For example, parents comment, 'my children communicate well with the childminder and since being in her care their development in this area has been vast'.

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who attend

The childminder clearly enjoys spending time with the children and her quality of teaching is good and on occasions, exceptionally good. She supports children's communication skills extremely well as she engages in their play, for example, she offers a running commentary of what is happening but also listens carefully to what they have to say. She skilfully questions them to extend their learning, encouraging them to think. For example, as children look at the sturdy board books and play with the farm she asks them to name the different animals and think about the sounds they make. Alongside this, the childminder uses mirrors so children can experiment in making different sounds and see the shape of their tongue. As a result, children are becoming confident talkers.

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who attend

Children enjoy having direct access to the childminder's very well-resourced garden. They have very good opportunities to explore the natural world outdoors and be physically active. They have great fun exploring mud, water and sand. They go on regular nature walks to collect leaves and conkers. The childminder skilfully encourages them to have a go as they climb on the equipment at the park and roll, and catch the soft balls in the garden. However, opportunities are sometimes missed to encourage children to count during daily activities. Children enjoy a range of activities to help to develop their hand-to- eye coordination and support their creative skills, such as holding paintbrushes and glue sticks and using different tools to cut and mould dough. Good use is made of local community groups, enabling children to socialise with others and develop their confidence. Consequently, children are developing the necessary skills needed for the next stage in

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who attend

their learning, such as nursery and school.

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

Children are clearly very happy and settled, as the childminder provides a warm, welcoming and friendly environment. This supports children's emotional well-being and results in children who are confident, motivated and active learners. This is evident as they talk to visitors and involve them in their play. The childminder uses praise and encouragement to support children's good behaviour and children respond positively to this. For example, they smile widely as they are told how well they have done, as they independently post items into the metal tubes. This boosts their confidence and self- esteem.

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

Children's good health is promoted well by the childminder. They have regular opportunities for fresh air and exercise. For example, children access the well-resourced garden daily and have regular walks to parks. Parents provide healthy and nutritious meals, with the childminder talking to them about the good foods they are eating. Children learn about self-care skills, as they are encouraged to freely access their own drinks, chop their fruit at snack time and feed themselves. The childminder constantly reminds children about the importance of drinking plenty to remain healthy. Through the childminder's good role modelling and gentle reminders, children gain a good understanding of health and personal care issues, such as hand washing before meals and after using the toilet. Children play in a safe, clean and child-friendly home. The childminder attractively displays children's artwork and photographs of special people in

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

their lives. This helps children to develop a strong sense of belonging in her setting. However, although the childminder sets out a wide range of resources, which are based on children's interests and stage of development, there is room to improve the organisation of resources. This is so children are better aware of and able to select resources that are not available on that day, for example, by using a photographic book of what is available. Children have good opportunities to learn about keeping safe in the childminder's care. For example, they know they need to wear their hi-visibility jackets when out walking and regularly practise the emergency evacuation procedures.

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

Children's well-being is enhanced through positive partnerships with parents. The childminder gathers information from parents at the start. For example, children's daily routines are recorded and she invites parents and children for settling-in sessions. This helps the childminder to gain a good understanding of their individual needs and helps children to feel secure in her care. Parents comment positively stating that, 'children have flourished with the childminder'. Children develop the confidence, independence and skills they need as they move on to the next stage in their learning at nursery or school. This is because the childminder provides them with daily opportunities to accompany older children to school and takes children to local community groups to socialise with their peers.

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provision

The childminder successfully meets both the safeguarding and welfare requirements, and the learning and development requirements of the Early Years Foundation Stage. She has a clear understanding of the signs of abuse, the procedures for reporting concerns and has attended safeguarding training. Risk assessments are thorough and identify potential dangers to children and how they will be minimised. This means children are able to play and learn in a safe environment. Record keeping is well organised and a good range of policies and procedures underpin the safe and efficient management of the provision. These are shared with parents so they are fully informed about the setting. All adults living in the home have been checked to ensure that they are suitable to be in contact with children and the childminder ensures that children are always within her sight. This further safeguards children. The childminder monitors the activities she provides to ensure she is

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provision

covering all areas of learning and that they provide suitable challenge for children. She closely tracks children's development and this clearly demonstrates the good progress they are making.

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provision

The childminder is keen to develop her provision so she can provide the best possible care for children. She is passionate about making a difference. She carefully monitors and evaluates her provision through discussions with parents and by using the Ofsted self- evaluation form, as well as her own action plans. This provides her with a good overview of her provision and enables her to identify clear targets for ongoing development. The childminder is currently completing a childcare qualification at level 3. She has positively addressed the recommendations from her last inspection. The childminder has developed good links with the local authority advisers and other childminders, as well as accessing on-line forums, which helps her to develop her provision further. This demonstrates the childminder has a commitment to her professional development and has capacity to maintain continuous improvement.

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provision

The childminder recognises the importance of working closely with parents to ensure that children are securely settled and have consistency of care. Parents are welcomed into the home and kept well informed about their child's day through daily conversations. They speak highly of the service and make comments, such as, 'I go to work confident that my children are in a caring and supportive environment'. Close partnerships with the school that children attend means that arrangements are in place, ensuring the childminder complements the learning carried out there. For example, the childminder reads school newsletters, provides items for show and tell sessions and shares targets for children discussed at parents' evenings. Partnerships with other professionals, such as speech and language therapists and health visitors, are highly effective. Consequently, good partnerships help promote continuity in children's care and 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 EY373504 Local authority Stockton on Tees Inspection number 858195 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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