Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 12/11/2014 07/10/2009

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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 because the childminder understands her safeguarding procedures. She also provides close supervision, a well organised environment and a secure and safe home.  Children are happy and settled and their individual needs are well met by a competent childminder. This means that their personal, social and emotional needs are successfully promoted.  The childminder provides a good mix of adult-led and child-initiated activities. Effective teaching is matched to each child's individual needs relating to their ages and stages of development. Consequently, they make good progress.  The childminder develops friendly relationships with parents. She sends out questionnaires to gain regular feedback on the care and learning she provides and she works very well with staff when children attend other early years settings. This supports good consistency and continuity in children's care and learning.

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It is not yet outstanding because

 The childminder does not make full use of the garden space, to further promote children's learning in the outdoor, natural environment especially during the winter months.

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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 spoke to the childminder, her co-childminder and children at appropriate times during the inspection.  The inspector observed activities and routines in the living room.

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Inspection activities

 The inspector looked at the childminder's training certificates, children's assessment records and learning journals and planning documentation.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and household members.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who also acts as her co-childminder, two adult children and her child in a house in Scotswood, Newcastle upon Tyne. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The family has a rabbit and fish as pets. She visits parks and toddler groups on a regular basis. She drops off and collects children from the local nursery and school. There are currently eight 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 for family holidays. The childminder supports children who speak English as an additional language.

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

 enhance the use of the rear patio garden space, to further promote and extend children's learning in the outdoor, natural environment especially during the winter months.

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who attend

The childminder has a good understanding of how to support children's learning and development to meet the requirements of the Early Years Foundation Stage. She provides a good range of adult-led and child-initiated activities within the home, which cover all the areas of learning. She has good, flexible planning and routines that meet children's individual needs. For example, on entry to the setting children choose what they would like to play with from an excellent range of toys and resources, so that they benefit from free play and make independent choices. Following on from this, the childminder provides snack time and various adult-led creative activities, such as, leaf printing, baking or using play dough. The childminder also uses local toddler groups and takes children on outings to various parks and riversides. Therefore, they take part in a stimulating range of experiences that supports their learning and ensures that they make progress, have fun

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who attend

and enjoy their time with her. The childminder is aware that good pre-school provision supports children's future learning. Therefore, she ensures that she follows relevant guidelines and works closely with nursery staff when children attend both settings. As a result, children develop the skills and positive attitudes that they need to prepare them for their next stage in their learning.

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who attend

The childminder uses effective teaching strategies to help children learn. For example, when children play with construction bricks she makes suggestions and joins in with their play so that they eagerly try to make cars. She provides a range of good equipment so that children eagerly explore the play dough. She talks about colours, shapes and textures and uses describing words repeatedly, such as, squishy and roll, in relation to what children are doing. Consequently, children copy and repeat what she says, which supports their language skills well. Children watch what the childminder does as they are fascinated when they see the play dough appear in thin strips through a plunger. They explore this with their hands, press and squash it and add it to their shapes. They are confident to have a go and they copy what she does, which demonstrates a keen determination to do it for themselves. This has a positive impact on their learning as they experience active

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who attend

learning opportunities that enables them to make good progress. The childminder thinks of effective ways in which she can help children who speak English as an additional language. For example, by ensuring her toy storage is labelled with pictures and words and that she knows a few key words in children's home language. This helps children to settle in and shows that she treats all families with respect.

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who attend

The childminder has high expectations of children, which is based on a secure understanding of children's knowledge on entry to the setting. She carries out observations as children settle in, then highlights where they are at in their development. This helps her to establish if they are demonstrating typical development for their age throughout the seven areas of learning. The effective systems she uses also help her to identify any gaps in their learning, or where she may need to offer support. This ensures that children make good progress and do not fall behind in any aspect of their learning. As well as, completing the required progress check for children aged between two and three years, she also completes a six monthly developmental review document. She discusses this with parents to ensure that they are working on the same targets with the children. The childminder shares regular information about what activities children do in the setting

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who attend

and parents exchange information about what they do at home. She is also aiming to send out regular newsletters to further promote sharing of information about activity plans and how parents can become involved to further promote children's learning at home. This helps to promote continuity and consistency in their learning and shows that she is an effective and reflective practitioner.

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

The childminder provides a welcoming and comfortable home for the children. Resources are well stored and some boxes are labelled, which helps children to see and self-select what they would like to play with. She provides close supervision along with her co- childminder and they are both well-organised to ensure the smooth running of the day. For example, while she takes the children upstairs to wash their hands before snack, her co-childminder clears away toys, makes more floor space, sets out protective covering and a small table and chairs. This ensures that a safe and well-organised environment is provided for them. Children understand that there are some risks in their activities and routines. For example, they automatically hold the childminders hand when they go upstairs, demonstrating that they recognise how to keep themselves safe. The children enjoy fresh fruit for snacks, they are given regular drinks and they get plenty of fresh air

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

on outings. This helps to promote a healthy lifestyle. The childminder has a spacious garden, however she does not tend to use this much in the autumn and winter months to further promote children's learning in the outdoor, natural environment.

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

Children's behaviour is good as they receive lots of one to one attention and positive praise from the childminder and her co-childminder. This means that they remain interested and engrossed in what they do. Children are beginning to share their toys and equipment with others, which demonstrates that they are beginning to recognise the needs of others. Children have close relationships with the childminder. They are confident, happy and self-assured and they run to her for cuddles, which are natural and spontaneous. This demonstrates that children feel safe and secure and their emotional needs are well met. The childminder offers flexible settling-in periods to meet the individual needs of children and parents. Children are given as much time as they need to feel comfortable and happy before they are left with the childminder. She finds out all she can about the children's individual routines, likes, dislikes and interests which helps her to

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

establish their starting points in learning. She passes on verbal information to parents and she is flexible and helpful, often dropping off children at home to help parents out. She is aiming to re-instate daily diaries for particular children to help both parties share further information on their children's care and welfare needs.

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provision

The childminder understands her role and responsibility in meeting the requirements of the Early Years Foundation Stage. She has a good knowledge of safeguarding. She knows what to do if she is worried about a child's care or welfare and has all the documentation and contact details she needs should she need to seek advice, make a referral or deal with any allegations. The childminder maintains a good set of written policies, procedures and risk assessment and shares these with parents. She updates them annually or makes changes as necessary to reflect current childcare issues. This ensures that children are well protected.

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provision

The childminder has completed a good range of relevant courses since the last inspection such as, equality and diversity and child abuse. This ensures that she keeps up to date to ensure that children are safe and well cared for. Some courses are completed on-line, which fits in well with her minding arrangements. The childminder is aware of her strengths and what she would like to improve and changes her practice to reflect children's needs. For example, preparing a fresh lunch for children instead of having packed lunches, which ensures that they receive a healthy diet. She knows that the children are happy and make good progress as she successfully targets support where it is needed and she regularly monitors and reviews her learning journals. She has addressed the one recommendation from the last inspection, which was to increase her knowledge, resources and activities to help children gain a further understanding of differences and

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provision

disabilities. The childminder supports children in learning about different festivals, such as, Christmas, Chinese New Year and Diwali. The children are encouraged to talk about their origins and they use world maps to help them identify their home country. She has also increased the range of books that depict differences, such as disability in a positive way. This ensures that children gain a good understanding of the diverse world around them. The childminder has never had any complaints or concerns from parents in all the years she has been registered, which shows that she builds trusting relationships with them. She also has an abundance of thank you cards from grateful parents and parental questionnaires are positive. These demonstrate that they are pleased with the provision. For example, comments include, 'I am happy with the routines and the activities that are provided for my child.' Pre-set questions on safety and cleanliness indicate that parents

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provision

think this is 'very good.' Gaining written feedback from parents is also sought in their children's individual learning journals. This helps her to reflect on her practice and review what she does to ensure that children are well cared for. Some of the children also attend different nursery schools and the childminder is pro-active in working in partnership with staff to ensure that vital information is exchanged. She holds verbal conversations about the children with nursery staff and ensures that she receives the same information as parents, such as their newsletters. Consequently, children benefit from this joined up approach.

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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 EY305784 Local authority Newcastle Inspection number 861876 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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